Theological Education

Additional Info:
Based on ten years of research, God Beyond Borders is a comprehensive study of interreligious learning in faith communities. The United States is one of the most a diverse countries of the world. Kujawa-Holbrook details the many practices of interreligious learning in faith communities; through interreligious encounters, religious education, shared sacred space, shared prayer, and compassionate action. The book also surveys the field of interreligious learning and investigates some of the more common intentionally interreligious communities--families, clergy groups, chaplaincies, and community organizations. Kujawa-Holbrook combines theory and praxis to make a case for the importance of interreligious learning in all religious organizations. (From the Publisher)

Table Of Content:
Introduction

Ch 1. Ways of Understanding Interreligious Learning
Ch 2. The Transformative Power of Interreligious Encounter
Ch 3. Practices of Interreligious Learning
Ch 4. Sharing Sacred Spaces
Ch 5. Compassionate Action as Interreligious Learning
Ch 6. Initiating Intentional Interreligious Learning Communities
Ch 7. Interreligious Learning in the Future

References

Appendix

Additional Info:
Twenty-nine articles from international journals that 'will provide the reader with both a comprehensive map of how contemporary Christian theologians approach the tasks of Christian education, and also skillfully selected excursions in the complex terrain. (From the Publisher)

Table Of Content:
Preface
Foreword(Stephen W. Sykes)

ch. 1 Theology and Christian education theory (Jeff Astley, Colin Crowder)
1.1 Contemporary approaches to Christian education (Jack L. Seymour)
1.2 Theological and educational concepts: problems of integration and differentiation (Karl Ernst Farley)
1.3 Can church education be theological education? (Edward Farley)
1.4 Religious education and theology (James Michale Lee)

ch. 2 Theological foundations: the bible
2.1 Passion and perspective: two dimensions of education in the bible (Walter Brueggemann)
2.2 The reaction against classical education in the New Testament (E.A. Judge)
2.3 'Tell it slant'(John Tinsley)

ch. 3 Theological foundations: the church
3.1 The gesture of a truthful story (Stanley Hauerwas)
3.2 No longer strangers: the church and its educational ministry (Craig R. Dykstra)
3.3 Educating in the Spirit (Carol Lakey Hess)

ch. 4 Theological approaches: postliberal theology
4.1 The significance of postliberalism for religious education (Gregory C. Higgins)
4.2 Theology and belonging: Christian identity and the doing of theology (Lucien Richard)

ch. 5 Theological approaches: liberation theology
5.1 Education, liberation and the church (Paulo Freire)
5.2 Liberation theology and Christian education theory (Frank Marangos)

ch. 6 Theological approaches: feminist theology
6.1 The unity of the sacred and the public possibilities from feminist theology(Mary Elizabeth Moore)
6.2 Feminist images of redemption in education (Mary C. Grey)

ch. 7 Spiritual formation and the worshipping community
7.1 Christian affections and the catechumenate (John A. Berntsen)
7.2 The role of worship in Christian learning (Jeff Astley)
7.3 The formative power of the congregation (Craig R. Dykstra)

ch. 8 Spiritual formation and minesterial education
8.1 Transformation in Christian education (James E. Loder)
8.2 Spiritual formation and theological education (George Lindbeck)
8.3 Theological education and education for church leadership (Charles M. Wood)

ch. 9 The theological education debate
9.1 Thinking theologically about theological education (Francis Schussler Fiorenza)
9.2 Theological inquiry and theological education (Charles M. Wood)
9.3 Emerging issues and theological education (Rebecca S. Chopp)
9.4 Can virtue be taught? Education, character and the soul (David Tracy)

ch. 10 Theology, education and the university
10.1 Theology in the context of the university (Stephen Toulmin)
10.2 The place of theology in the study of religion (Edward Farley)
10.3 Theology: university and church. Is a synergism possible?(Claude Welch)

Select bibliography
Acknowledgements
Index of subjects
Index of names

Additional Info:
This monograph examines what educational research reveals about five educational practices: first-year seminars, learning communities, service learning, undergraduate research, and capstone experiences. The authors explore questions such as: What is the impact on students who participate in these practices? Is the impact the same for both traditional students and those who come from historically underserved student populations? The monograph includes a foreword by George D. Kuh, High-Impact Practices: Retrospective and Prospective, and recommendations for how to improve the quality of high-impact practices. (From the Publisher)

Table Of Content:
Foreword
Preface
Acknowledgements

ch. 1 First Year Seminars
ch. 2 Learning Communities
ch. 3 Service Learning
ch. 4 Undergraduate Research
ch. 5 Capstone Courses and Projects
ch. 6 Integrated Approaches
ch. 7 Discussion

Afterword
References
About the Authors

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When you think about legal issues and field education, how do you feel?
What thoughts come to mind when you think of culture in this context?
What stories and teachings from our faith tradition can inform the interface between legal issues and field education?
(From the Publisher)

Table Of Content:
(Collaborative effort of the Presbyterian Theological Field Educators (PTFE)
Preface

ch. 1 Legal issues and theological field education
ch. 2 How can students and supervisors get themselves and their theological schools in trouble in a field education placement?
ch. 3 What do field educators need to know about students?
ch. 4 What do field educators need to know about supervisors?
ch. 5 Legal issues and the administration of theological field education
ch. 6 Legal issues and the teaching of theological field education

Resources
Appendix

Additional Info:
Teaching Reflectively in Theological Contexts explores the dynamics, principles, contradictions and tensions of teaching within theological contexts. It offers practical suggestions on modeling pastoral leadership, building trust with learners, negotiating the dynamics of team-teaching, questioning received truth, teaching through discussions, working with diversities, and building a culture of reflective teaching. (From the Publisher)

Table Of Content:
Introduction

Foundational Questions
ch. 1 “How can we teach authentically?” Reflective practice in the dialogical classroom (Stephen D. Brookfield and Mary E. Hess)
ch. 2 “How do we make space for students to seek truth?” Teaching with conviction (David J. Lose)
ch. 3 “How do we invite students into conversation?” Teaching dialogically (Stephen D. Brookfield)
ch. 4 “How do we meet students where they are, while challenging them further?” Teaching developmentally (Mary E. Hess)

Questions Arising From Practice
ch. 5 “How do students experience the teacher?” Knowing who you are as a teacher (and knowing that your students do not) (Rolf Jacobson)
ch. 6 “How can students learn to trust us as we challenge who they are?” Building trust and trustworthiness in a biblical studies classroom. (Matthew L. Skinner)
ch. 7 “How does team teaching model trust in and beyond the classroom?” Teaming to create the conditions for transformation (Janet Ramsey)
ch. 8 “How do we teach across cultural diversity?” Teaching in the face of cross-cultural conversation (Frieder Ludwig)

Realizing promises and confronting contradictions
ch. 9 “How can white teachers recognize and challenge racism?”Acknowledging collusion and learning an aggressive humility (Mary E. Hess and Stephen D. Brookfield)
ch. 10 “How do we enter students’ worlds we cannot know?” Praying and teaching when not “at home” (Mary E. Hess)
ch. 11 “How do we know what our students are learning?” Assessing learning in the context of pastoral engagement and candidacy processes (Alvin Luedke)
ch. 12 “How can technology stretch us without snapping?” Teaching with technology (Mary E. Hess)

Conclusions
ch. 13 “How do we connect classroom teaching to institutional practice?” Sustaining a culture of reflective practice in teaching (Mary E. Hess and Stephen D. Brookfield)

References
Index

Additional Info:

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The past thirty years have witnessed tremendous societal and ecclesial changes that continue to inform ministry education in the 21st century. In Seminary Formation, Katarina Schuth, OSF, examines the many aspects of theologate-level schools including their structures and missions, organization and leadership, student enrollment, backgrounds of both seminarians and lay students, and the evolution and development of degree programs, including human and spiritual, intellectual and pastoral formation. Seminary Formation also helpfully includes substantial commentaries on Schuth's research by Ronald Rolheiser, Thomas Walters, Leon M. Hutton, Barbara Reid, and Peter Vaccari.

An exploration of the changes in seminaries and schools of theology, with statistical analysis, from 1985 to the present, Seminary Formation anticipates the challenges ahead and considers new directions for the future. (From the Publisher)

Table Of Content:
List of Tables
Foreword by Archbishop Blase J. Cupich
Acknowledgments
Frequently Used Documents, Abbreviations and Terms

Part I Context
Introduction
ch. 1 The Effects of Vatican II on the Present State of Seminaries and Theologates

Part II Organization and Personnel
ch. 2 Mission, Vision, and Structures
ch. 3 Leadership: Boards, Administration, and Faculty

Part III Students Preparing for Ministry: Enrollment and Programs
ch. 4 Seminarians and Lay Students
ch. 5 Human and Spiritual Formation Developments
ch. 6 Intellectual and Pastoral Formation Programs

Part IV Conclusion and Commentaries
ch. 7 New Directions in the Future
Toward a Spirituality of Ecclesial Leadership (Ronald Rotheiser, OMI)
General Differences: A Crucial Key (Thomas Walters)
Human Formation: Fostering Happy, Healthy, and Holy Ministers to Be a Bridge to Christ in Service to God’s People (Leon M. Hutton)
Trends in Scripture Study and Preaching Preparation in Roman Catholic Seminaries (Barbara E. Reid)
The Culture of Encounter: The Future of Seminary Formation (Msgr. Peter Vaccari)

Appendices
Bibliography
Index

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The theological pedagogies which dominate degree-granting schools originated in the courses of study and graduate programs of the teachers. These pedagogies foster a deep rift between theology as an academic or scholarly discipline (science?) and the situations and interests of students. Students are taught to imitate what scholars do: interpreting texts, making formal arguments, and writing essays. Accordingly, theology recedes from the present and future of students including future clergy, having little to do with their religious life or career. By defining theology as scholarship, academic pedagogy obscures its primary meaning, the critical and creative thinking of the situations of life and world under the perspective of the Gospel. If theology's primary meaning is scholarly knowledge and its preoccupation with text interpretation and doctrinal exposition, the result will be to ignore religion's actual practices, especially its idolatrous tendency to literalize its own language and absolutize its institutional mediations. A pedagogy that reflects theology's primary meaning will focus on contemplation, reflection, and thinking and thus order methods, texts, and doctrines to that.

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In this essay the authors describe how four seminary educators pedagogically engage students in practices of interpretation and explore how the variations in their teaching practices shape the critical thinking they seek to cultivate in their students. The piece is excerpted from an ethnographic study of Jewish and Christian seminary educator teaching practices sponsored by the Carnegie Foundation for the Advancement of Teaching (Educating Clergy: Teaching Practices and Pastoral Imagination, Jossey-Bass Publishers, November 2005). The study explores how the classroom- and community-based teaching practices of seminary educators prepare students to integrate professional knowledge and skill with moral integrity and religious commitment in professional practice. In addition to the pedagogies of interpretation explicated here, we observed pedagogies that engage students in practices of formation, contextualization, and performance. Attention is also given in the study to the influence of pedagogies embedded in the traditions of seminary education on student learning and to the cultivation of spiritual and professional practices beyond the classroom in community worship and through strategies of field education and small groups.

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In this new volume, theologians reflect on sociological methods, explore social theories of the human agent, and offer a theological transformation of sociology. Spanning such developments as local, non-stipendiary ministries, the identification of the roots of church growth, and giving voice to gay and lesbian Christians, this collection of innovative essays provides a fascinating and important dialogue on how the seemingly disparate fields of sociology and theology can illuminate and enrich one other. This is essential reading for anyone concerned with the shifting dynamics of these two disciplines. (From the Publisher)

Table Of Content:
Preface

Part I Foundations
ch. 1 Christian Foundations, Sociological Fundamentals (Rev Canon Prof David Martin)
ch. 2 A Theological Response to Sociology (Rev Canon Prof Ronald Preston)

Part II Theoretical Perspectives
ch. 3 Theological Reflection and Sociological Method (Andrew Dawson)
ch. 4 Social Theories of the Human Agent and Monastic Dialogue (Jeff Vass)
ch. 5 The Problem of Charismatic Religious Experience for the Sociology of Religion: Label or Libel? (Rev Canon Dr Martyn Percy)
ch. 6 Sociological Methodologies and the Changing Nature of Contemporary Fundamentalism(Stephen J. Hunt)
ch. 7 Sociology in Evangelical Theological Colleges (Tony Walter)
ch. 8 Is Self-assigned Religious Affiliation Socially Significant?

Part III Empirical Perspectives
ch. 9 The Socialization of Glossolalia (Mark Cartledge)
ch. 10 Pentecostalism: Charismata and Church Growth (William K. Kay)
ch. 11 Student Expectations of a Church College
ch. 12 Sociology Students and Christianity in a Church College (Bernadette Casey Et Al)
ch. 13 Immanent Faith: Young People in Late Modernity (Sylvia Collins)
ch. 14 Gay and Lesbian Christians: The Lived Experiences (Andrew K.t. Yip)
ch. 15 Developing Identity as a Local Non-stipendiary Priest (Rev Canon Dr Michael Wes)

Name Index
Subject Index

Additional Info:
Journal Issue.

Table Of Content:
ch. 1 Group Bible Study And Faith Maturity In Older Adults (Dennis D. Maxwell)
ch. 2 Educating Adults For Empathy: Implications Of Cognitive Role-Taking And Identity Formation (H. Edward Everding and Lucinda A. Huffaker)
ch. 3 Intergenerational Education For An Intergenerational Church? (Allan G. Harkness)
ch. 4 Making The Monday Connection: Teaching Business Ethics In The Congregation (Harry J. Van Buren III)
ch. 5 A Model For Effective Adult And Adolescent Education In A Relational Mode (Wayne E. Faust)
ch. 6 Evaluation In Adult Religious Education (Nancy L. DeMott and Jerome W. Blank)

Additional Info:
Discusses information technology in theological schools. Challenges in the implementation of technology; Sample of theological resources; Factors that drive the creation of virtual seminaries.

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At a time of widespread perplexity about the social role of humanistic scholarship, few disciplines are as anxious about their nature and purposes as academic theology. In this important work, W. Clark Gilpin, dean of the University of Chicago Divinity School, proposes that American theological scholarship become responsible to a threefold public: the churches, the academic community, and civil society. Gilpin approaches this goal indirectly, by investigating the historic social roles of Protestant theologians and the educational institutions in which they have pursued their scholarship and teaching. Ranging from analyses of the New England Puritan Cotton Mather to contemporary theologians as "public intellectuals," Gilpin proposes that we find out what theology is by asking what theologians do. By showing how particular cultural problems have always shaped the work of theologians, Gilpin's work profoundly illuminates the foundations of American academic theology, providing insights that will help guide its future. (From the Publisher)

Table Of Content:
Acknowledgments
Introduction: What Do Theologians Do?

ch. 1 The Fruition of the Seminary Ideal, 1720-1830
ch. 2 Scholarship and the Culture of Protestantism, 1830-1880
ch. 3 The Case for Theology in the University, 1880-1930
ch. 4 Intellectual Center of the Church's Life, 1930-1960
ch. 5 The Background of Possibilities

Notes
Index

Additional Info:
Journal Issue

Table Of Content:
Forward
Race Matters in More than Black and White (Harold J. Recinos)
U.S. Hispanics/Latinos and the Field of Graduate Theological Education (Manuel Jesus Mejido)

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In this volume - the third book in the Missional Church series - eminent missional church expert Craig Van Gelder continues to track and contribute to the expanding missional church conversation, inviting today's brightest minds in the field to speak to key questions concerning church leadership. (From the Publisher)

Table Of Content:
Preface
Contributors
Introduction: Engaging the Missional Church Conversation

Section I Missional Leadership Formation In Relation To Theological Education
ch. 1 Theological Education and Missional Leadership Formation: Can Seminaries Prepare Missional Leaders for Congregations? (Craig Van Gelder)
ch. 2 Missional Theology for Schools of Theology: Re-engaging the Question What Is Theological about a Theological School?(Kyle J. A. Small)
ch. 3 Developing Evangelical Public Leadership for Apostolic Witness: A Missional Alternative to Traditional Pastoral Formation (Richard H. Bliese)

Section II Missional Leadership Formation In Relation To Congregations
ch. 4 Cultivating Missional Leaders: Mental Models and the Ecology of Vocation (Scott Cormode)
ch. 5 Forming Lay Missional Leaders for Congregations and the World (Sharon Hnderson Callahan)
ch. 6 Vision-Discerning vs. Vision-Casting: How Shared Vision Can Raise Up Communities of Leaders Rather than Mere Leaders of Communities (Dave Daubert)

Section III Missional Leadership Formation In Relation To Recent Research
ch. 7 Characteristics of Congregations That Empower Missional Leadership: A Lutheran Voice (Terri Martinson Elton)
ch. 8 Leadership and the Missional Church Conversation: Listening In on What Leaders in Four Denominational Systems Have to Say (Kristine M. Stache)

Additional Info:
The long-awaited masterwork from the author of Christian Religious Education in which he applies the "shared praxis" approach to the whole of religious education and pastoral ministry. (From the Publisher)

Table Of Content:
Preface
Acknowledgments

Part 1 Foundations
Prologue
ch. 1 Educating for Conation in Christian Faith
ch. 2 Epistemology Re-visioned: In Search of Conation
ch. 3 The Dimensions and Dynamics of "Being" Engaged for Conation in Christian Faith

Part 2 An Approach: Shared Christian Praxis
ch. 4 An Overview of Shared Christian Praxis
ch. 5 The Focusing Activity in Shared Praxis
ch. 6 Movement 1: Naming/Expressing "Present Action"
ch. 7 Movement 2: Critical Reflection on Present Action
ch. 8 Movement 3: Making Accessible Christian Story and Vision
ch. 9 Movement 4: Dialectical Hermeneutics to Appropriate Story/Vision to Participants’ Stories and Visions

Additional Info:
Blends the best contemporary biblical scholarship, theology, and theories of education to give a coherent account of the nature, purpose, context, method, stages, and role of teachers in Christian education. (From the Publisher)

Table Of Content:
The Nature of Christian Religious Education
Education in Time
A Coming to Terms

The Purpose of Christian Religious Education
Education for the Kingdom of God
For Christian Faith
For Human Freedom

The Context of Christian Religious Education
On Becoming Christian Together

An Approach To Christian Religious Education: Shared Praxis
In Search of a "Way of Knowing" for Christian Religious Education
Some Philosophical Roots for a Praxis Way of Knowing
Shared Christian Praxis
Shared Praxis in Praxis

Readiness For Christian Religious Education by Shared Praxis
Shared Praxis from a Piagetian Perspective

The Copartners in Christian Religious Education
Our Students, Our Selves
Postscript: Until Break of Day

Bibliography
Index

Additional Info:
Click Here for Book Review
Abstract: There is still resistance in Christian institutions to interreligious dialogue. Many feel that such a practice weakens Christian faith, and promotes the idea that Christianity is merely one among many different religious options. When it comes to higher education, there is the fear that both college and seminary students will “lose their faith” if they are invited to study other religious traditions from a positive perspective.

Unfortunately, this attitude belies the current culture in which we live, which constantly exposes us to the beliefs and practices of others. Kristin Johnston Largen sees this setting as an opportunity and seeks to provide not only the theological grounding for such a position but also some practical advice on how both to teach and live out this conviction in a way that promotes greater understanding and respect for others and engenders a deeper appreciation of one’s own faith tradition.

Largen’s synopsis of interreligious education and suggested action includes contributions by Mary E. Hess and Christy Lohr Sapp. Hess and Sapp provide practical commentary regarding the successful implementation of Largen’s proposed approach. As a group, Largen, Hess, and Sapp create a text that extends pedagogical innovation in inspiring but practical ways. (From the Publisher)

Table Of Content:
Acknowledgments
ch. 1 Our Interreligious Life in the Twenty-First Century North American Context (Kristin Johnston Largen)
Chapter Praxis Points (Christy Lohr Sapp)
Praxis Point #1
Praxis Point #2
Praxis Point #3
Praxis Point #4
Praxis Point #5
Praxis Point #6
Chapter Response: What are Students’ Questions? (Mary Hess)

ch. 2 A Christian Rationale for Interreligious Teaching and Learning (Kristin Johnston Largen)
Chapter Praxis Points (Christy Lohr Sapp)
Praxis Point #7
Praxis Point #8
Praxis Point #9
Chapter Response: How Do We Understand Student Learning? (Mary Hess)

ch. 3 Outcomes, Strategies, and Assessment for Interreligious Teaching and Learning (Kristin Johnston Largen)
Chapter Praxis Points (Christy Lohr Sapp)
Praxis Point #10
Praxis Point #11
Praxis Point #12
Chapter Response: How Do Theological of the Pluralism of Faith Help? (Mary Hess)

Epilogue
Returning to the Questions with Which We Begin (Mary Hess)
Endings and Beginnings (Kristin Johnston Largen)
Works Cited
Photo Credits

Additional Info:
Podcast Series. This Faith & Leadership podcast asks a fresh set of questions about leadership and the future of the church. The Rev. Bill Lamar and the Rev. Laura Everett talk with people of faith inside and outside the church -- conversations that breathe life into leaders struggling in their own valley of dry bones.

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Higher education today suffers from lack of a clearly articulated purpose-a deficiency particularly challenging to religious-affiliated institutions. What is the relationship of secular learning to the faith that originally undergirded these institutions? This book offers the reader answers to this and other major questions currently facing denomination-affiliated institutions of higher education. Following a chapter on civil government's relationships to these institutions, 24 chapters survey the colleges, universities, and seminaries associated with denominations. Each chapter begins with an historical essay followed by annotated bibliographic entries covering primary and secondary sources dating back to 1986 on various denomination-connected institutions. There are 614 bibliographic entries, an epilogue on critical issues covered throughout the book, as well as a subject and author index. (From the Publisher)

Table Of Content:
Introduction (Thomas C. Hunt, and James C. Carper)

ch. 1 Government Aid to and Regulation of Religious colleges and universities (Ralph D. Mawdsley)
ch. 2 The educational system of the church of Jesus Christ of latter day saints (Robert L. Millett)
ch. 3 Quakers and higher education (William C. Kashatus)
ch. 4 Lutheran college education in the US (Richard W. Solberg)
ch. 5 Reformed colleges and seminaries (Peter P. DeBoer)
ch. 6 Higher Education among Churches of Christ (Robert E. Hooper)
ch. 7 Moravian colleges and universities (Daniel R. Gilbert)
ch. 8 United Church of Christ colleges, universities and seminaries (Lowell H. Zuck)
ch. 9 Disciples of Christ colleges, universities and seminaries (John M. Imbler)
ch. 10 Episcopal colleges and universities (Donald S. Armentrout)
ch. 11 Higher education institutions of the Church of the Brethren (Kenneth M. Shaffer)
ch. 12 Foursquare Gospel Church colleges (John C. Holmes)
ch. 13 Wesleyan Colleges and University (John C. Holmes)
ch. 14 Free Methodist Colleges (John C. Holmes)
ch. 15 Catholic Higher Education in the US (Gerald P. Fogarty, S. J., Mary A. Grant, Anna M. Donnelly)
ch. 16 Baptist Colleges and Universities (Jerry M. Self)
ch. 17 Seventh Day Adventist higher Education in the US (George R. Knight)
ch. 18 Jewish Seminaries and colleges (Harold S. Wechsler)
ch. 19 American Bible colleges (Virginia Lieson Brereton)
ch. 20 Higher education in the United Methodist Church (L. Glenn Tyndall)
ch. 21 Mennonite Institutions of higher education (Donovan D. Steiner, and Judy H. Mullet)
ch. 22 Independent Christian colleges and universities (William Vance Trollinger, Jr.)
ch. 23 Church of the Nazarene Universities, colleges and theological seminaries (Harold E. Raser)
ch. 24 Pentecostal colleges and seminaries
Epilogue (Edith L. Blumhofer)

Indexes

Additional Info:
Journal Issue.

Table Of Content:
ch. 1 Theme: Human Formation in Light of the John Jay Study From the Desk of the Associate Editor
ch. 2 From the Desk of the Associate Editor (Sebastian Mahfood)
ch. 3 The Rector's Conference - A Column by Rev. Denis Robinson
ch. 4 Seminary Human Formation Lessons from the Causes and Context of Sexual Abuse Study (Fernando Ortiz)
ch. 5 Organizational Dynamics and Seminary Formation (Len Sperrry)
ch. 6 Recognizing and Affirming a Priestly Character for the Sake of Formation (Robert M. Vallee)
ch. 7 Sexuality and the Spiritual Life (Patricia Cooney Hathaway)
ch. 8 Human Formation and Communion with Christ (James Keating)
ch. 9 Candidate Assessments: Navigating Psychological Reports Successfully (Emily Cash)
ch. 10 A Process to Improve Treatment for Spanish-Speaking Clergy and Religious (Daniel Kidd)
ch. 11 Forming Priests for the New Evangelization: One Seminary's Response (Ralph Martin)
ch. 12 A Case for the Curriculum: NACOA'S Workshop on Addition and the Family (Robert H. Albers, and Sebastian Mahfood)
ch. 13 Pastores Dederunt Nobis: Three Novelists, Three Priests, and a Few Thoughts on Priestly Formation (Peter Eberle)
ch. 14 St. Thomas Aquinas's Theology of Sacrifice (John P. Joy)
ch. 15 Book Reviews - Seminary Theology III: Seminary Formation and Psychology by Deacon James Keating (Reviewed by Paul C. Vitz)

Additional Info:
In 1986, 43 percent of Disciples clergy were between fifty and sixty. Where will their replacements come from, and how can we help them recognize and respond to their call? (From the Publisher)

Table Of Content:
(individual authors not identified)
Introduction

ch. 1 Practical, spiritual, and intellectual criteria for ministry
ch. 2 Ecclesiastical linkages
ch. 3 Congregational enlistment
ch. 4 Faith development
ch. 5 Changing North American demographics
ch. 6 Disciples women in ministry
ch. 7 Characteristics for success

Afterword
Notes
Bibliography

Additional Info:
In its creative integration of the disciplines of writing, rhetoric, and theology, Writing Theology Well provides a standard text for theological educators engaged in the teaching and mentoring of writing across the theological curriculum. As a theological rhetoric, it will also encourage excellence in theological writing in the public domain by helping to equip students for their wider vocations as writers, preachers, and communicators in a variety of ministerial and professional contexts. (From the Publisher)

Table Of Content:
Acknowledgments
Preface

Part I Writing Theological Rhetorics Well
ch. 1 Writing Theology Well in Its Own Context
ch. 2 Writing Theological Reflection Well: Rhetorics of Process, Problem Solving, and Proclamation
ch. 3 Writing Theological Argument Well: Rhetorics of Inquiry, Reading, Reflection, and Persuasion
ch. 4 Writing the Theological Essay Well: Rhetorics of Identification, Correlation, Suspicion, and Construction

Part II Writing Theological and Biblical Research Well
ch. 5 Writing Theological Research Well (I): Rhetorics of Research and Investigation
ch. 6 Writing Theological Research Well (II): Rhetorics of Organization and Documentation
ch. 7 Writing the Biblical Essay Well (I): Rhetorics of Exegesis and Interpretation
ch. 8 Writing the Biblical Essay Well (II): A Critical-Hermeneutical Rhetoric

Part III Toward a Theological Style and Voice of Your Own
ch. 9 Writing with Theological Imagination Well: Rhetorics of Analogy, Metaphor, and Symbol
ch. 10 Rewriting Theology Well (I): Rhetorics of Style and Voice
ch. 11 Rewriting Theology Well (II): Rhetorics of Words, Sentences, and Paragraphs
ch. 12 Rewriting Theology Well (III): A Rhetoric of Revision

Epilogue: Writing Theology Well in Your New Context: From Writing for Professors to Writing with a Professional Voice
Notes
Index

Additional Info:
This article elucidates theoretical underpinnings for the use of one’s self in the pastoral theological classroom. The contemplative bow is developed as a capacious metaphor to describe appropriate self use and its necessary importance in the teaching and learning of pastoral arts in a theological curriculum. Central to the argument is the assumption that effective teaching and learning in pastoral care emerges from awareness and knowledge of self as well as letting go of self in beneficial service with others. Analytical engagement of educational, theological, and psychological theory informs practice for the professional school classroom.

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International seminarians seeking an education at academic institutions located in the United States often face a host of learning challenges. Seminary faculty that teach in these institutions are often confronted with a need to adjust their teaching methods to facilitate learning by international students. This essay outlines specific strategies to facilitate academic success of international seminarians by offering specific teaching methods for faculty and learning strategies for international students. Topics include training faculty in how to respond to diverse learning styles, expanding learning environments beyond the classroom, methods for enhancing student participation, and development of assignments. Strategies for student success include developing skills in how to improve note taking, critical reading, and writing.

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What are grades doing in a homiletics classroom? This article traces the function of grades through the broader history of the educational system in the United States and then makes suggestions for how grades can be used more effectively in teaching preaching. Beginning in the nineteenth century, teachers used grades to rank and motivate students, as well as communicate across institutions. With the more recent assessment movement, educators have conceptualized grading as the larger process of evaluating the success of learning objectives. The commission on accreditation for the Association of Theological Schools does not view grades as part of its assessment, but it evaluates theological schools on whether they achieve intended learning outcomes. Theological educators need to be able to evaluate whether their teaching fulfills their schools' mission and learning objectives. For homiletics, the author measures learning through pre- and post-preaching feedback and incorporates professor- and student-crafted rubrics.

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The politics of pedagogy when teaching for belief in culturally diverse settings inevitably draws attention to the power dynamics in the encounters of teachers and students. The quest for a pedagogy that is not oppressive or coercive provides the impetus to liberative proposal for teaching practice.

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Presents the results of a research study which surveyed the state of the deans of 75 percent of North American theological schools. The study profiles, who the deans are the types of work that they due, and their role in the administration and governance of schools. Reasons for high turnover are explored and recommendations are made to help schools encourage and develop leadership qualities in academic deans. (From the Publisher)

Table Of Content:
Introduction

Part One: Roles, Responsibilities, and Relationships
ch. 1 The Nature and Scope of the Dean's Work
ch. 2 Managerial and Leadership Roles
ch. 3 The Dean-President Relationship
ch. 4 The Dean-Faculty Relationship
ch. 5 The Dean's Work with Senior Administrators, Boards, and Church Leaders

Part Two: Administration as a Vocation
ch. 6 Recruitment and Hiring of Chief Academic Officers
ch. 7 Evaluation and Professional Development
ch. 8 Academic Leadership: The Challenges Ahead

Afterword Advice to Prospective Deans
Appendices
Acknowledgements
Index

Additional Info:
The monographs collected in this volume are based on research into the role of chief academic officers in North American theological schools. (From the Publisher)

Table Of Content:
ch. 1 Leading from the center : the role of the chief academic officer / by Jeanne P. McLean
ch. 2 Challenges of academic administration : rewards and stresses in the role of the chief academic officer / by Karen M. Ristau
ch. 3 Career paths and hiring practices of chief academic officers in theological schools / by Mary Abdul-Rahman
ch. 4 Professional development for chief academic officers / by Jeanne P. McLean
ch. 5 Dean-faculty relationships / by Jeanne P. McLean with Nicholas Cafarelli

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Seminary education requires that students learn a complex body of theological knowledge, engage in the practices of ministry, and develop as persons of faith and vocation. Utilizing the six aspects of significant learning experiences defined by L. Dee Fink – foundational knowledge, application, integration, the human dimension, caring, and learning how to learn – the author explores teaching practices that reframe knowing, doing, and being in seminary classrooms.

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Hugh Heclo's recent book On Thinking Institutionally (Paradigm Publishers, 2008) analyzes changes that have taken place in the past half century in how North Americans tend to think and act in institutions. The volume is receiving particular attention as it can be applied to higher education and to religious denominations, and so deserves consideration by those who teach in theology and religious studies. At an October 2009 conference, The Wabash Center hosted a lively discussion of Heclo's volume among invited religion and theology scholars, which resulted in the present compilation of four short responses to the book. What was and is clear from these responses is that while Heclo has identified a crucial issue, his analysis and prescription leave important theoretical and practical questions untouched. Indeed part of the energy around the discussion of the book flowed from the ways in which his lack of attention to social class, gender, race, and age circumscribed his ability to robustly describe and diagnose the challenge that gave rise to his book. In order to orient readers to the volume and discussion of it, the "Conversation" begins with a descriptive review of the book.

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A review of the literature on learning and teaching styles, with a primary focus on what constitutes valid learning experiences (pedagogical expectations) among Hispanic-American populations. Implications and recommendations are suggested for the creation of Hispanic-American learning experiences and leadership training.

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Alluding to several then-recent episodes of professors being forced from posts at evangelical institutions of learning, Enns asks whether schools dedicated to defending propositions grounded in private revelation and confessional dogma can be "truly academic" (and truly just to their instructors and students).

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Helps educators regain focus in their teaching by offering a concise guide to their craft's essential elements: preparation, instruction, and evaluation. (From the Publisher)

Table Of Content:
Introduction

ch. 1 Preparation
ch. 2 Instruction
ch. 3 Evaluation

Conclusion
Notes
Select Bibliography
Index

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The author recounts his experience, as a young observant Jew, of James Kugel's academic biblical studies course at Harvard. The piece focuses specifically on how Kugel reconciles his religious faith  with his academic understanding, and how Jewish biblical scholars disagree with one another on what is involved in such a reconciliation. May be of special value for Christian learners undergoing a similar disruption, located as it is "safely" in a non-Christian context.

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Four faculty discuss how their institution's launching of a program to implement instructional technology across the campus influenced their teaching and broadened their understanding of student learning. Examples of their first attempts at online projects for classes in homiletics and ecclesiology are described.

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Journal Issue.

Table Of Content:
ch. 1 The Basis Of James W. Fowler's Understanding Of Faith In The Research Of Wilfred Cantwell Smith: An Examination From An Evangelical Perspective (Timothy Paul Jones)
ch. 2 Cognitive Complexity And The Learning Congregation (Elizabeth Box Price)
ch. 3 Ego Identity And Spiritual Identity In Religiously Observant Adolescents In Israel (Shraga Fisherman)
ch. 4 Jeffrey Schochet, Taking Center: A Moral Portrait (Judd Kruger Levingston)
ch. 5 Faith Development At 30: Naming The Challenges Of Faith In A New Millennium (James W. Fowler)
ch. 6 Through The Looking Glass: Reflections On A Gift To Religious Educators (Gloria Durka)
ch. 7 Extending Our Vision Of Developmental Growth And Engaging In Empirical Scrutiny: Proposals For The Future Of Faith Development Theory (Heinz Streib)

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An intimate and inspiring chronicle of a young woman entering a vocation that for centuries has been the exclusive dominion of menSet in the context of the Church Year, The Close is an enthralling account of one young woman's spiritual journey. It is both a personal meditation on faith, in the spirit of Kathleen Norris's Cloister Walk, and a fascinating behind-the-scenes story of a graduate student's first year, in the mode of Scott Turow's One L. Raised in a liberal, interfaith home, Breyer, responding to an inner call to a spiritual vocation, began her training at New York's General Theological Seminary in 1997. She describes her intense immersion in daily prayer, the rigors and rewards of the academic program, and the challenging tension between secular and spiritual that marks her training, including working as a chaplain at Bellevue Hospital. She probes the day-to-day meanings of such profound issues as exaltation, enlightenment, and redemption, illuminating the unique experience of a young person of faith preparing to live and hoping to thrive in a secular modern world. (From the Publisher)

Table Of Content:
Introduction: Coming into the Kingdom

ch. 1 Advent
ch. 2 Christmas
ch. 3 Epiphany
ch. 4 Lent
ch. 5 Easter
ch. 6 Pentecost

Acknowledgments

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Journal Issue.

Table Of Content:
Reading Religious Education
ch. 1 Memorial: James Michael Lee (B. 9-29-1931, D. 7-15-2004) (Harold W. Burgess)
ch. 2 Re-Reading Martin Buber And Janusz Korczak: Fresh Impulses Toward A Relational Approach To Religious Education (Reinhold Boschki)
ch. 3 The Theological Anthropology Of Thomas Groome(Tom Beaudoin)
Creating Space For God: Toward A Spirituality Of Youth Ministry Free Access Free Access (Michael Hryniuk)
From Knowledge To Wisdom: A New Challenge To The Educational Milieu With Implications For Religious Education (Miriam K. Martin and Ramón Martínez de Pisón)
Lessons For Religious Education From Cognitive Science Of Religion (Theodore Brelsford)
Comparative Analysis Of The Research And Publication Patterns In British Journal Of Religious Education And Religious Education (Leona M. English, Mario O. D'Souza, and Leon Chartrand)
Comparative Analysis And Research In Religious Education: A Response To Professors English, D'souza, And Dr. Chartrand (L. Philip Barnes)

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Journal Issue.

Table Of Content:
Memorial: Maria Harris 1932-2005 (Joanmarie Smith)
Contextual Pedagogies: Weaving Text Through Context, A Multi-Sensory Immersion (Robert T. O'Gorman)
Young People, Biblical Narrative and “Theologizing”: A UK Perspective (Terence Copley)
Considering the Ordo as Pedagogical Context for Religious Education With Christian High School Youth (Fred P. Edie)
Teaching The Bible in Congregations: A Congregational Studies Pedagogy for Contextual Education (Joyce Ann Mercer)
Educating for Commitment: Insights from Postmodernity (Susan J. Singer)
Text and Context: the Passion of the Christ and Other Jesus Films (Peter Gilmour)

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Journal Issue.

Table Of Content:
Curriculum Design and Children's Learning at Church
The Gender Question and the Study of Jewish Children
Jewish Youth in Texas: Toward a Multi-Methodological Approach to Minority Identity
Children's Interpretations of Biblical Meal Stories: Ethnographic Intertextual Voicing as the Practice of Hospitable Pedagogy
Young Children's God Concepts: Influences of Attachment and Religious Socialization in a Family and School Context
The Ministering Community as Context for Religious Education: A Case Study of St. Gabriel's Catholic Parish
The Brain and Learning: Resources for Religious Educators

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This essay explores pedagogical practices and ethical obligations in the embrace of cultural and religious diversity by a faculty team in a theological school course. Attention is given to the interplay of art and ethical dilemmas in an educational praxis that calls into question students' taken-for-granted worldviews and theologies. In the first of three sections the writers identify several assumptions they brought to the conduct of the course regarding diversity, art, and pedagogy. The second section describes student encounters with and responses to art from a variety of cultural contexts. The paper concludes with a critical reflection on ethical and political issues arising from pedagogical practices that engage students with art.

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Journal Issue.

Table Of Content:
Understanding the Study of Religion in Undergraduate Programs of Religious Studies as Religious Education
Research in Religious Education: Content and Methods for the Postmodern and Global Era
Of Twirling Dervishes and Daring New Directions: Collaborative and Practitioner Research
The Research We Need in Religious Education: Four Facets
Research for a Movement
Research in Religious Education: Perspectives for the Future
Researching a Womanist Pedagogy to Heal
Research in Religious Education: Philosophical and Theological Perspectives
A Band of Sisters: The Impact of Long-term Small Group Participation: Forty Years in a Women's Prayer and Bible Study Group
Models for Adolescent Ministry: Exploring Eight Ecumenical Examples
How Shall We Study Religious School Culture?
Development of Religious Thinking
Outthinking the Media: Lessons from a Tennis Master
A Nonfoundationalist Approach to Education in Religion

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Journal Issue.

Table Of Content:
President's Introduction: Religious Education for Peace and Justice
Participatory Action Research: Practical Theology for Social Justice
Ecumenical Theological Education as a Practice of Peace
Justice for the Poor in a Land of Plenty: A Place at the Table
Putting Faith Into Action: A Model for the North American Middle Class
Storytelling as a Means of Peacemaking: A Case Study of Christian Education in Africa
Teaching Justice and Living Peace: Body, Sexuality, and Religious Education in Asian-American Communities
Five Resources for Nurturing the Spiritual Lives of Children, Youth, and Adults

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In The Scope of Our Art a diverse group of theological teachers explores the spiritual dimensions of their vocation as religious educators. Drawing on a rich array of resources, including Scripture, The Rule of St. Benedict, medieval women mystics, the Methodist theologian Georgia Harkness, and Simone Weil, as well as their own teaching experiences, the contributors discuss the vital relationships between academic and spiritual formation, religious commitments and teaching practices, and individual and institutional vocation. (From the Publisher)

Table Of Content:
Introduction
Formative Practices of the Theological Teacher's Vocation (W. Clark Gilpin)
Writing as a Spiritual Discipline (Stephanie Paulsell)
Reading as a Spiritual Discipline (Paul J. Griffiths)
Contemplation in the Midst of Chaos: Contesting the Maceration of the Theological Teacher (Bonnie J. Miller-McLemore)
My Vocational Kinship with the United States' First Female Theologian (Rosemary Skinner Keller)
Theological Teachers in Their Classrooms Teaching as Conversation (Susan M. Simonaitis)
Teaching as a Ministry of Hope (Paul J. Wadell)
Teaching as Cultivating Wisdom for a Complex World (Lois Malcolm)
Teaching and Learning as Ceaseless Prayer (Michael Battle)
Theological Teachers in Their Schools: "Yea, the Work of Our Hands, Establish Thou It": On Stability in the Academic Life (Claire Mathews McGinnis)
Vocation in the Outback (Frederick W. Norris)
Negotiating the Tensions of Vocation (L. Gregory Jones)
The Formation of Vocation - Institutional and Individual (Leanne van Dyke)
Attending to the Collective Vocation (Gordon T. Smith)
Contributors

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This article emerges from the experience of incorporating doctoral students into our Contextual Education (CXE) Program at Emmanuel College (Toronto). This change, I argue, helped us to distinguish more clearly among and thus distinctly orient the different kinds of relationships and theological practices that make up our program towards the often-elusive goal of curricular integration. After outlining a definition of integration, I contextualize that definition in our particular practices at Emmanuel College using Kathryn Tanner's (1997) understanding of theology as a cultural practice as my guide. I then offer a brief overview of our CXE Programs to demonstrate how nurturing strategic partnerships within them has made certain forms of integration possible for our students. I close with some activities for practical application in other CXE contexts.

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Journal Issue.

Table Of Content:
ch. 1 Critical Issues Facing Theological Education in Asia (Hwa Yung)
ch. 2 Preparing New Leaders for the Church of the Future: Transforming Theological Education Through Multi-Institutional Partnerships (Timothy Dearbon)
ch. 3 The Leader as . . . Discipline (David Bennett)
ch. 4 The Ministry of the Presidency or Principalship with Special Reference to the Two-thirds World (Horace O. Russell)
ch. 5 Institutional Development for Theological Education in the Two-thirds World (Findings Report by Various Authors)

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Six years of the Cross-cultural Colloquy at Virginia Theological Seminary, located in metropolitan Washington, D.C., have alerted the two participating American teachers to some peculiarities of their own American culture, some peculiarities of the home cultures of foreign students, and the importance of the work which foreign Christian leaders must do to select and translate from their new learnings when they begin to turn their minds towards resuming responsibilities at home. We observe that this Colloquy also meets characteristic needs of non-Americans studying theology in the USA: it offers them conceptual tools and an oral forum for explaining to themselves odd aspects of American culture, emotional support during that time of adjustment, and inducements to begin formulating ways to take both curricular and extracurricular learnings and begin to apply them in the settings to which they will be returning. We commend this model for consideration by schools where foreign or minority-culture students' place in the curriculum and in the community of teachers and learners is ill-defined or remains less than satisfactory.

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Trustees and boards of theological schools provide long-range guidance and governance for their institution and it is crucial that they have the skills, knowledge and information to make sound and effective decisions.

In this issue:

• Who are the trustees of the approximately 250 theological schools in the United States?

• Do theological schools have the trustees they need? Do they have the perspective, motivation and capacity that their institutions most urgently require?
(From the Publisher)

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Doctors, architects, lawyers and engineers are all trained in schools that emphasize technique but neglect the key element of artistry that distinguishes the true professional. Today's professional is a drudge, mechanically applying privileged knowledge to rote tasks. That is Schon's diagnosis of higher education, and as a remedy he recommends learning by doing. To teach skills of improvisation and problem-framing, he feels our universities should borrow the methods used in art studios, dance conservatories, athletics coaching, craft appenticeships and psychoanalytic training. In all these settings, a dialogue between student and coach in a low-risk atmosphere encourages creativity. Despite its academic prose, this primer by an MIT urban studies professor will enlighten students, teachers and professionals. Schon concludes the book (a sequel to The Reflective Practitioner with a description of his attempt to create a ``studiolike'' curriculum for MIT's city planning courses. (From the Publisher)

Table Of Content:
The Roles of Artistry in Professional Education.
The Architectural Studio: A Prototype of Education for Reflection-in-Action.
Examples and Experiments.
Implications for Professional Education.

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Journal Issue.

Table Of Content:
ch. 1 The Future Of Christian Religious Education In An Era Of Shrinking Transcendence (Ronald H. Cram)
ch. 2 The Vulnerability Of The Postmodern Educator As Locus Theologicus: A Study In Practical Theology (Bert Roebben)
ch. 3 Fundamentalist Education: A Critical Analysis (Doret De Ruyter)
ch. 4 Christianity And Dogmatism Revisited: A Study Among Fifteen And Sixteen Year Olds In The United Kingdom (Leslie J. Francis)
ch. 5 Fundamentalism As A Challenge For Religious Education (Heinz Streib)
ch. 6 Having Faith In Our Faith In God: Toward A Critical Realist Epistemology For Christian Education (Robert K. Martin)

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Opinion. Discusses the interplay among religion, education and multiculturalism in reshaping conscience. Persistent premise that not only salvation but also civilization was not possible without Christianity; Relaxing of exclusivism by the Vatican Council II to reach out to other faiths.

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This new 8-volume series brings us the seasoned fruits of modern scholarship. The authors are personally and pastorally aware of the theological concerns and challenges of our time and are attuned to the needs of contemporary students. (From the Publisher)

Table Of Content:
Acknowledgments
Preface
Introduction: Background, Methodology, and Scope of the Study

Part I. Historical background
A. How the Seminary Developed
B. The Houses of Study of Religious Orders and Congregations: A Historical Sketch

Part II. Mission and Management
A. Missions of Theologates
B. Governance
C. Finances

Part III. Personnel and Students
A. Administration
B. Faculty
C. Students

Part IV. Formation Programs for Future Ministers
A. Personal and Spiritual Formation
B. Academic Formation
C. Pastoral Formation and Field Education

Part V. Future Goals and Directions of Tehologates in Relation to the Needs of the Roman Catholic Church in the United States
A. Church and Society: Theologate Response to Special Concerns
B. The Futures of the Roman Catholic Theologates: Challenges and Opportunities

Appendices
Bibliography
Index

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In Seminaries, Theologates, and the Future of Church Ministry, Sr. Schuth details some of the ways seminaries are responding to the ministerial requirements of the Church of today and tomorrow. Extensive research images of Church, priesthood, and ministry are taken from a broad sample of faculty, students, administrators, and trustees to answer such questions as: What is the nature of the local and universal mission of the Church in which people seek to serve these days? What is their vision of the church's future? How must people be prepared to carry, out the vision they hold about the church's ministry? What are their fears, hopes, anxieties about ministering in the Church? and What would be their one wish for the future? Studies of what parishioners expect of their Church and ministers complement the internal views. (From the Publisher)

Table Of Content:
Acknowledgments
Preface
Introduction
Background
Methodology
Outline of the Study

Part I. Context
ch. 1 Surviving the Shaking of the Foundations: United States Catholicism in the Twenty-First Century
ch. 2 Reaping Harvests, Sowing Seeds: Vatican Influences and National Developments in United States Seminaries from the Mid-Nineteen Eighties to the Present
ch. 3 The Priest as Parish Leader: A Contextual Analysis

Part II. Mission and Members of Theologate Communities
ch. 4 The Mission of Theologates
ch. 5 Students and Their Backgrounds: Religious, Intellectual, and Human
ch. 6 Board Members, Administrators, and Faculties

Part III. Formation Programs
ch. 7 Evolution and Development of Formation Programs
ch. 8 Human and Spiritual Formation in Theologates
ch. 9 Intellectual Formation
ch. 10 Pastoral Field Education

Part IV. The Future
ch. 11 Perceptions about Church and Ministry
ch. 12 Perceptions about Priesthood

Conclusion
Appendix A: Theologate Ownership and Operation
Bibliography
Index

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Podcast. Leading thinkers in the church, the academy, and the non-profit world giving the talk of their lives in 20-minutes or less.

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Revitalizing Practice is designed to help theological faculties engage a common set of challenges, particularly in the areas of diversity, formation, and institutional identity. These are not technical problems but are instead the very stuff out of which teaching and learning are practiced. Yet addressing such issues requires intentional strategies and collaborative work. Revitalizing Practice offers four such intentional strategies: «A New Ecology Model», «An Improvisational Model», «An Appreciative Inquiry Model», and «A World Café Model». Each of these models provides a thorough and practical framework (based on sound theoretical concepts) designed to help faculties revitalize their practices of theological teaching and learning. (From the Publisher)

Table Of Content:
Preface
Acknowledgments

ch. 1 Seminaries as Endangered Habitats in a Fragile Ecosystem: A New Ecology Model
ch. 2 Student Learning and Formation: An Improvisational Model
ch. 3 Listening and Learning to Teach in Theological Contexts: An Appreciative Inquiry Model
ch. 4 The Ministries for Which We Teach: A World Cafe Model

School Participating in The Lexington Seminar
Contributors
Index

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Online technologies, recently embraced by seminaries to respond to changing student needs and demographics, compel practitioners to ask questions about the content, methods, and desired outcomes of teaching/learning experiences. Indeed, as Delamarter and Brunner have pointed out in this journal (2005), many seminaries have turned to these strategies only to find that the issues are not technological; rather, they are pedagogical. This article discusses the insights generated by one such teaching experiment, a hybrid course on religious education for social justice. Through this educational experiment, the professor and students discovered that the format of the hybrid course proved to be an effective means by which to promote the praxis of social justice as well as develop some of the skills essential for effective ministry and education. The article begins with the rationale of the course design and content and continues with the perspectives of the students and instructor in reflection on the experiment. It concludes with some preliminary insights into the potential usefulness of hybrid learning for both peace and justice education as well as its value in the overall formation of educators and ministers.

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A 1996 article commissioned by Lilly Endowment Inc. and Auburn Theological Seminary. reflecting on the significance of information technology in seminary education.

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This article is based on an analysis of a qualitative research case study involving three British adult educational-theological sites which were experimenting with collaborative learning. The focus of this practice-based research was listening to and observing adults engaged in collaborative learning in order to elucidate what they perceived to be some integral values inherent in this learning approach. 'Experiencing Shared Inquiry' emerged as one of the hallmarks of collaborative learning. The dynamic engagement of hearts and minds in collaborative learning harnesses the collective wisdom of God's people. Two movements are enfolded within 'Experiencing Shared Inquiry': stimulating thinking through dialogue process and drawing upon the resources of the learning community.

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This book emerges from the Carnegie Foundation for the Advancement of Teachings study of the most pressing concerns involved in preparation of clergy across all faiths and denominations. Working with accrediting bodies and professional associations as well as the educational institutions themselves, the findings reported in this book can be used to improve the quality of education for future ministers, priests and rabbis. (From the Publisher)

Table Of Content:
Foreword
Introduction

ch. 1 Educating clergy : a distinctive challenge
ch. 2 Common profession, diverse practices
ch. 3 Pedagogies of interpretation
ch. 4 Pedagogies of formation
ch. 5 Pedagogies of contextualization
ch. 6 Pedagogies of performance
ch. 7 Traditions of seminary education and the pastoral imagination
ch. 8 Continuity and change in the traditions of seminary education
ch. 9 Cultivating spiritual practices for clergy leadership
ch. 10 Cultivating professional practices : field education
ch. 11 Teaching toward integration : cultivating the pastoral, priestly, or rabbinic imagination
ch. 12 An invitation to conversation

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In this essay the authors posit that interprofessional education is inherently "post-modern"and thus will incorporate educational priorities compatible with postmodernism, and that practical theology is the preferred method for interprofessional teaching and learning when theology and ministry are explicit participants. In advancing this argument they draw upon their experience in team teaching an interprofessional course in pastoral ministry and social work designed for students pursuing a joint degree in these two fields. They provide an overview of the contemporary postmodern context and interprofessional education as an emerging paradigm in higher education, a brief description of the major components of the joint course, and an exposition of appropriate educational priorities.

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Adult-learning theory challenges faculty to adapt their teaching to certain characteristics of adult learners, including self-direction: if adults direct the bulk of their lives outside of school, they should be permitted to direct their own educational experiences. To what extent is self-directed learning an optimal, or even realistic, methodology for seminary teaching? Does it matter what subjects we are teaching? This essay details an experiment with self-directed learning in a seminary ministry class: what worked, what might be improved, and how it challenges our view of ourselves as faculty to teach in this way. Student feedback from the course in question enhances our understanding of the best (and most challenging) features of the experiment.

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The author notes that current seminary stutipsdents show great variation in their academic skills, in their familiarity with the basics of Christianity, and in their sense of, and skill in, theological method. This condition is both caused and exacerbated by the students' acculturation in American religious privatism, which makes them resist a critical and constructive examination of their views and hinders their understanding of theology as an undertaking of and for the Church. The author describes a number of pedagogical strategies, teaching techniques, and classroom exercises that have shown some effectiveness in overcoming these problems.

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With advances in information technology, the velocity of information production on the global level has expanded as well. This acceleration has led to the delegitimizing of knowledge, the equating of information with knowledge, and the giving of predominance to information rather than knowledge. This advance has created epistemological challenges for the process of religious education. At the same time, the growth of the internet has created a "rhizomatic space" possessing new methodological characteristics that create problems for religious education. Information technology generates a "hypertextual learning space," which weakens the place of traditional texts in the learning process, particularly in a traditional religious education process. This hypertextual development is especially problematic for religious education in conservative or fundamentalist traditions. This article analyzes the epistemological, methodological, and contextual problems and challenges posed by information technology for traditional religious education processes.

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Discussions on teaching and learning within theological seminaries often center on the question of student diversity, focused primarily upon issues of race, gender, and ethnicity. At the same time that seminaries are challenged to deal with a multitude of pedagogical suppositions emerging from increasingly diverse learning goals, seminaries must also pay attention to the ways their students challenge an institution's core mission to train ministers for service in churches and denominations. Based upon the author's experience teaching in a mainline Protestant seminary, the essay discusses three student cultures that often overlap among today's seminarians. These three student cultures, referred to here as "church seminarian," "new paradigm seminarian," and "vocational seminarian," carry very different understandings of the seminary's role to prepare students for ministry. A critical discernment of these cultures might challenge seminary faculty to reevaluate their educational and missional suppositions amidst divergent student career objectives.

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Written by one of today’s leading theorists in the field of pastoral theology, Volume 24 in the Louvain Theological & Pastoral Monographs series critically evaluates the diverse educational models available for ministry in today’s societal and ecclesial context in the West.
Johannes van der Ven also proposes his own "reflective ministry" model designed to teach pastors to make self-reliant—yet foundationally sound—choices when working in their own unique ministry settings. (From the Publisher)

Table Of Content:
Introduction

ch. 1 Complexity and Dynamics of Religion
ch. 2 The Need for a New Educational Perspective for Ministry
ch. 3 Reflective Ministry in Context
ch. 4 Educational Conditions for Reflective Ministry
ch. 5 General Summary and Conclusions

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Discusses information on the comprehensive program in contextual education launched by the Candler School of Theology in 1998. First two stages of a three-stage process under way; Six major aspects of concern.

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Over the years, thousands of students have left Africa to pursue theological doctorates in Christian institutions of higher learning around the world. The study reported in this paper endeavored to understand their experiences and articulate their needs and aspirations. Data were collected through semistructured interviews with 23 African students and were analyzed using grounded theory procedures. The emerging profile revealed African students in pursuit of theological doctorates to be mature in age and experience with rich and variegated backgrounds. While a desire for increased competence, access to employment opportunities, and a greater voice in church and society were motivating factors in their educational quests, the dominant motivation expressed by research participants was a passion to help Africa and the African church. Students viewed increased competence and access as enhancing usefulness. Consequently, students preferred doctoral programs perceived as Africa-relevant and internationally credible. Nevertheless, they demonstrated a readiness to compromise the ideal in favor of the achievable, particularly in terms of program affordability. (From the Publisher)

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This article describes a study of the theology of Karl Barth carried out by four students at Memphis Theological Seminary who used the Internet and e-mail in addition to other means for learning. Dr. Donald K. McKim taught the class and here describes the way in which the class was structured, how students used the World Wide Web, a Newsgroup in which students participated, and their use of e-mail to amplify discussion. McKim indicates the advantage of using these resources which introduced students to a "new world" of media and unique resources, linked them with others throughout the world who also had an interest in Barth, and provided an enhanced means of communication for the students with each other and with the professor. He also provides further reflections about the experience in relation to seminary teaching.

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A Many Colored Kingdom explores Christian formation and teaching in the church, with a particular focus on intercultural and interethnic relationships.

Well qualified to speak on issues of diversity, the authors describe relevant aspects of their own personal journeys, presented in compelling narrative form. They go on to identify key issues emerging from their Scripture studies and teaching experiences. A final chapter contains a conversation among the authors as they respond to one another's insights and concerns.

This book will be required reading for those engaged in as well as those preparing for a life of teaching and ministry in our increasingly multicultural world. (From the Publisher)

Table Of Content:
Introduction : An exploration and an experiment / Elizabeth Conde-Frazier, S. Steve Kang, and Gary A. Parrett

ch. 1 Three stories / Elizabeth Conde-Frazier, S. Steve Kang, and Gary A. Parrett
ch. 2 Lord of the nations / Gary A. Parrett and S. Steve Kang
ch. 3 The wondrous cross and the broken wall / Gary A. Parrett
ch. 4 Salient theoretical frameworks for forming kingdom citizens / S. Steve Kang
Prejudice and conversion / Elizabeth Conde-Frazier
ch. 5 Becoming a culturally sensitive minister / Gary A. Parrett
ch. 6 The formation process in a learning community / S. Steve Kang
ch. 7 From hospitality to Shalom / Elizabeth Conde-Frazier

Conclusion : Living the biblical vision / Elizabeth Conde-Frazier, S. Steve Kang, and Gary A. Parrett

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Effective pedagogy in the capstone course or integrative seminar — a 1000 word response to a Call for Papers.

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This manuscript is an edited transcript of a panel discussion held at a Society of Biblical Literature conference (Boston, Massachusetts, November 22 to 24, 2008). Alice Hunt begins the discussion by summarizing the content and significance of a new book by Dale Martin, The Pedagogy of The Bible (Westminster John Knox Press, 2008) in which he argues that biblical studies in seminaries and divinity schools give too much emphasis to teaching the historical critical method and not enough to preparing students for ministry by teaching them to be self-reflective practioners of the improvisational skills of interpreting scripture. Then a panel of bible scholars, including the author, conduct a wide-ranging discussion that raises questions about how biblical studies might better prepare students for ministry, as well as the proper role and appropriate pedagogies for introducing biblical studies in the undergraduate liberal arts curriculum.

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Reissued in response to many requests, this is a book about the Bible--specifically about Christian ways of relating to, using, and understanding Christian scripture and tradition. Professor Wood demonstrates that the aim of Christian understanding is the knowledge of God and the changes in outlook on the Bible that came with the rise of biblical criticism. (From the Publisher)

Table Of Content:
Preface to the Second Edition
Preface to the First Edition

ch. 1 The Task of Theological Hermeneutics
ch. 2 The Aims of Christian Understanding
ch. 3 The Conditions of Christian Understanding
ch. 4 The Canon of Christian Understanding
ch. 5 Christian Understanding as a Critical Task

Notes
Index

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A challenging intercultural teaching experience provided an opportunity for engaging embodied pedagogies that facilitated border crossings of language, age, gender, and experience. Influenced by the work of Augusto Boal, the author describes how improvisation, role-play, music, and drawing led seminary students in Mexico into sacred time and space toward relevant learning. Drawing upon the critical pedagogy of several educators yields implications for teaching theology and religion. The essay also invites readers into dialogue about how such border crossings can benefit their own teaching.

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The present study sought to investigate the perceptions of 300 ministers, 85 recent graduates from theological colleges, and 954 church members regarding (a) the effectiveness of ministry education, (b) priorities for ministry education, and (c) the acquired competencies of ministers. Participants were surveyed using the Inventory of Ministry Education Perceptions and Priorities (IMEPP), which displayed good validity and reliability in the study. Results of the study indicate that participants were largely satisfied with the effectiveness of ministry education and the acquired competence of ministers. However, on the whole, ministers and recent graduates were less satisfied with their ministry education and acquired competence than were church members. The study also identified significant differences between ministers, recent graduates and church members with regard to the priorities they perceived theological colleges should pursue.

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The period 2002–2012 saw remarkable developments in multifaith education at American theological schools. Looking ahead, multifaith education in theological schools is poised to enter a new phase of broad engagement and development. This essay focuses on three aspects of the practice of multifaith education in seminaries. It first presents a brief historical overview of the initiatives and institutions that pioneered multifaith education in theological schools. It then summarizes findings from surveys, reports, and collegial gatherings about the pedagogy of multifaith education. Finally, eight questions for practitioners of multifaith education seminaries to explore in the future are offered.

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This first report of The Auburn Center's study of theological school faculty addresses four key issues which are central for understanding the current state of theological faculty: retirement and replacements, morale, women on theological faculties, and scholarship and church service. Bulletin No. 4 (January, 1996) of the Auburn Center's occasional research bulletin. Auburn Studies. (From the Publisher)

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Reports on the challenges of United States accredited schools of Christian theology in teaching master's-level students with little or no preparation, either academically or personally. Theological ignorance of many incoming students; Poor undergraduate training; Remediation efforts done by seminaries.

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Journal Issue.

Table Of Content:

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Deborah Core offers practical guidance for beginning seminary students who feel overwhelmed and under-prepared to write the number and quality of papers their courses require.

The book begins with reflections on writing as a sacred action, then addresses such practical matters as choosing and researching a topic; outlining, drafting, and polishing a paper; and using the proper format for footnotes and bibliography. Also included are sample papers in MLA and Chicago styles and an overview of grammar and usage. (From the Publisher)

Table Of Content:
Abbreviations
Preface

ch. 1. Why Write?
ch. 2. Beginning and Beyond
ch. 3. Reading to Write
ch. 4. Seminary Research Papers
ch. 5. A Brief Manual of Usage

Appendix 1 Using Inclusive Language
Appendix 2 Writing Essay Exams

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Journal Issue.

Table Of Content:
ch. 1 Theme: 50th Anniversary of the Second Vatican Council
ch. 2 From the Desk of the Executive Director ( Msgr. Jeremiah McCarthy)
ch. 3 Vatican II on the Priesthood: Fifty Years Later (Rev. Thomas P. Rausch)
ch. 4 The Vision of Vatican II: Some Implications for Priestly Formation in Light of Collaborative Leadership (Michael Attridge)
ch. 5 Priestly Formation in the Wake of Vatican II: From Dualism to Integration (Rev. Melvin C. Blanchette)
ch. 6 Implementing the Vision of Vatican II: What is the Future of Preaching in the Next Fifty Years? (Karla Bellinger)
ch. 7 Pope John XXIII's Opening Address as a Pedagogical Tool in Teaching Vatican II Documents (Cynthia Toolin)
ch. 8 Catholic Priestly Formation for the Unity of Christians (Bro. Jeffrey Gros)
ch. 9 Abiding in Prayer While in Ministry: An Ecclesiological Perspective (Rev. Mark Robson)
ch. 10 A Homiletics Program Overhaul: An Interdisciplinary Approach (Rev. Louis T. Guerin)
ch. 11 Manly Mentoring for Maturity (Rev. Paul Anthony McGavin)
ch. 12 Book Review - English Language Teaching in Theological Contexts, edited by Kitty Barnhouse Purgason (Reviewed by Hilda Kleiman)

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Journal Issue.

Table Of Content:
ch. 1 The Role of Arts in Seminary Education: Connecting the Human and the Divine (Rev. Richard S. Vosko)

ch. 2 The Role of the Arts in Priestly Formation (Jacquelyne M. Witter)

ch. 3 Three-Dimensional Theology: Luce Grant for Theology and the Arts Integrates Sight, Sound, Form and Word (Anna M. Kampa)

ch. 4 Standing Fast and Breaking Through: Ministry and Mission (Rev. Anthony J. Gittins)

ch. 5 To Be or Not To Be: A Reflection on Culture, Commitment and Integrity (Michael Morton)

ch. 6 Cultural Diversity: A Challenge for Seminary Teaching (Charles R. Foster)

ch. 7 Learning Theology; Teaching Theology (Rev. Raymond J. Webb)

ch. 8 How Will You Lead Us? (Jean Marie Hiesberger)

ch. 9 Preparing Seminarians for an Emerging Paradigm of Priestly Leadership (Jay Biber)

ch. 10 Theological Education in a Postmodern Era (Msgr. Jeremiah J. McCarthy)

ch. 11 Screening Revisited: Issues in the Psychological Assessment of Seminary Applicants (Stephen A. Buglione)

ch. 12 Seminary Formation and Interreligious Dialogue (Doris K. Donnelly)

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Journal Issue.

Table Of Content:
From the Desk of the Executive Director, NCEA Seminary Department
Seminary News and Information

ch. 1 Embracing the Challenge To Change: NCEA in Trasition

International Enrollments Project (Part II)
acknowledgements
ch. 2 International Seminary Enrollments: Three Models of Engagement
ch. 3 Creating a Culturally Engaged Seminary: The Formator's Role
ch. 4 Marriage Preparation Today: The Catholic Engaged Encounter
ch. 5 The Institute for Priests and Presbyterates: Where Initial and Ongoing Formation are Connecting
ch. 6 Seminary Liturgical Formation and the FDLC
ch. 7 Theological Education for Vital Parish Communities: Lessons from Nine Catholic Seminaries
ch. 8 Co-Workers in the Vineyard of the Lord: A Third and Complementary Document on Church Ministers
ch. 9 Teaching Church History through Interactive Technologies: Engaging Cyberspace for Face-to-Face
ch. 10 How Lay Spirituality Might Inform the Teaching of Moral Theology in the Seminary

Book Reviews
Order Forms

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The essays in this volume ... were prepared for a conference sponsored by the Institute for the Advanced Study of Religion of the Divinity School of the University of Chicago on October 8-11, 1987. (From the Publisher)

Table Of Content:
Preface
Introduction

ch. 1 Theological Education: Biblical Studies (Schussler Fiorenza)
ch. 2 Christian Theology and Theological Education (Odgen)
ch. 3 Judaism in Christian Theological Education: Some New Implications (Pawlikowski)
ch. 4 Practical Wisdom and Theological Education (Paris)
ch. 5 When the Center Cannot Contain the Margins (Chopp)
ch. 6 A Religious Educator's Response (Groome)
ch. 7 Religious Imagination and the Cultivation of Christian Worlds or, the Minister as Christian (Bricoleur, and Reynolds)
Responses: Hough, Cobb

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Journal Issue.

Table Of Content:
ch. 1 Theme: Priestly Formation
ch. 2 From The Desk of the Executive Director (Msgr. Jeremiah McCarthy)
ch. 3 Cultivating a Priestly Vocation: It's Not About Me (Very Rev. James A. Wehner)
ch. 4 Vocation of Jeremiah (Rev. Julian Anthony)
ch. 5 Forming Shepherds in Priestly Formation (Msgr. Gregory J. Schlesselmann)
ch. 6 The Role of the Spiritual Exercises in Priestly Formation (Edward McCormack)
ch. 7 Pastoral Formation in Light of Jesus' Intimate Bond with the Father (Rev. Jim Rafferty)
ch. 8 The Indispensability of Divine Mercy in Spiritual and Pastoral Formation (Most Rev. Felipe Estevez)
ch. 9 Teaching Seminary Theology: To Know the Love of Christ that Surpasses Knowledge (Deacon James Keating)
ch. 10 A Thirst for Holiness: Reflections on Seminary Formation A Response to Jame Keating (Rev. Kurt Belsole)
ch. 11 Making Interreligious Education a Seminary Priority (Rev. John T Pawilkowski)
ch. 12 Teaching About Death: Forming Students in the Complete Culture of Llife (Cynthia Toolin)
ch. 13 Spiritual Formation and the Study of the Old Testament in Priestly Formation (Rev Gregory Vall)
ch. 14 Book Review - Handbook of Theological Education in World Christianity by Dietrich Werner, et al. editors

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Journal Issue.

Table Of Content:
ch. 1 Seminary Convocation Reports: Ongoing formation and priest as lifelong learner

ch. 2 Challenges Facing the Priesthood Today

ch. 3 Called, Formed, Sent: How Seminaries Can Foster Lifelong Learning and Ongoing Formation

ch. 4 Living a Lie of Learning: the Pastoral Minister as Lifelong Learner

ch. 5 Role of the Bishop in Cultivating and Sustaining a Commitment to Lifelong Learning and Ongoing Formation within the Presbyterate

ch. 6 The Role of Bishops in Relation to Seminaries

ch. 7 Pastoral Imagination and the Encouragement of Ministry

ch. 8 Ministry Summit

ch. 9 The Nuptial Meaning of the Institutional Body: The Catholic Distance Learning Network Enters its Second Year

ch. 10 Faith and Finances

ch. 11 Neutering or Nurturing? Preparing Leaders for a Changing Church

ch. 12 Multi-Parish Cluster Module

Book Reviews

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Table Of Content:
In Memoriam of Dean Hoge
Introduction

ch. 1 A Good and Faithful Servant of the Lord (Most Rev. William B. Friend)
ch. 2 The Dignified Man (Rev. Melvin C. Blanchette)
ch. 3 Priestly Formation, Dean Hoge and the First Wisdom of Sociology (David B. Couturier)
ch. 4 An Inspiring Passion (Mary Gautier)
ch. 5 A Precious Gift (Rev. Eugene F. Hemrick)
ch. 6 The Fifth Pillar (Marti Jewell)
ch. 7 A Deeply Respected Professor of Sociology at the Catholic University of America (Mary Johnson)
ch. 8 A Devoted Reseacher (Rev. Paul Philibert)
ch. 9 Kind, Gentle and Straightforward (Stephen Schneck)
ch. 10 Identity and Ministerial Cartography: The Impact of Dean Hoge's Work on a Millennial in Ministry (Bro. Daniel P. Horan)
ch. 11 The Researcher's Role in the Church (Katarina Schuth)
ch. 12 A Passion for Christ: Pedagogical Considerations for Roman Catholic Seminary Intellectual Formation (Rev. Todd J. Lajiness)
ch. 13 Serpents and Doves: Being Smart in the Service of the Church Today (Rev. Lawrence C. Brennan)
ch. 14 Philosophy as Human and Spiritual Formation (Randall Colton)
ch. 15 Opening the Reception Process: Distance Learning and the International Priest (Msgr. Richard Henning and Sebastian Mahfood)
ch. 16 Seven Steps to a Truly Horrible Homily (Msgr. Charles Elmer, Lawrence DiPaolo)
ch. 17 Life Lessons from Father Michael Logan (Daniel J. Heisey)
ch. 18 Book Review - The Gospel of John Set Free: Preaching Without Anti-Judaism (Reviewed by Phillip A. Cunningham)

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Table Of Content:
ch. 1 Canonical Issues Concerning Confidentiality, Privacy Rights, Access to Data, and Record Keeping - (Rev. Mark L. Bartchak)

ch. 2 Psychological Testing for Applicants to Seminaries - (Rev. Daniel J. Ward)

ch. 3 Pastor as Theologian: Irenaeus of Lyons and the Priesthood Today - (Most Rev. Daniel E. Flores)

ch. 4 In Fulfillment of Their Mission: The Duties and Tasks of a Roman Catholic Priest - (Joseph Ippolito, Rev. Mark A. Latcovich, Joyce Malyn-Smith)

ch. 5 Mount St. Mary’s Seminary Celebrates 200 Years - (Rev. J. Daniel Mindling)

ch. 6 Gradual Formation vs. Vocational Trauma: Priestly Formation int he Archdioceses of Cologne - (Rev. Bernd Lutz)

ch. 7 Meditations of a Post-Merton Monk - (Rev. Daniel J. Helsey)

ch. 8 Still Being Fulfilled In Our Hearing: Celebrating the Last 25 Years in Preaching Education at Aquinas Institute of Theology - (Ann Garrido)

Book Review - The Emerging Diaconate: Servant Leaders in a Servant Church by William T. Dittewig - (Reviewed by Thomas J. Glacobbe)

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This report analyzes educational borrowing of theological students, updates data from the previous study and offers suggestions for how schools can decrease student borrowing and mitigate some of the effects of debt among their students.

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Journal Issue.

Table Of Content:
Special Theme: Psychological Assessment-Part II
From the Desk of the Executive Director, NCEA Seminary Department
A Letter of Introduction

ch. 1 Finding Good Shephards: A Catholic Psychologist Reports and Reflects on the Conference A Necessary Conversation: A Gathering of Experts (Jeffrey T. Feathergill)
ch. 2 Understanding Psychology's Contribution to Priestly Formation: Yesterday, Today, and Tomorrow (Len Sperry)
ch. 3 Setting the Stage for Psychology's Role in Priestly Formation and the Creation of the "Guidelines" Document (Archbishop Michael Miller)
ch. 4 Psychological Evaluation of Seminary Applicants: The Need for Dialogue Between the Psychologist and the Vocations Director (Ronald J. Karney)

Executive Summary
ch. 5 Psychologist Assessment: The Testing and Screening of Candidates for Admission to the Priesthood in the U.S. Catholic Church (Rev. Mark A. Latcovich)
ch. 6 Developmental Milestones for Young Adult Males (Deacon Douglas Crawford)
ch. 7 Priestly Formation and Catholic Anthropology: Implications for Assessment (Len Sperry)
ch. 8 Seminary Formators and Psychologists: A Collaboration Model (Fernando A. Ortiz )

Book Review
ch. 9 Caring for Words in a Culture of Lies (Reviewed by Msgr. Jeremiah McCarthy)

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Journal Issue.

Table Of Content:
Special Theme: Psychological Assessment - Part I
From the Editor's Desk

ch. 1 The Alma Conference (Bishop Earl Boyea)
An Overview of the Alma Conference
Conversing at the Core: Spiritual Direction and the Formation of Conscience
Canonical Description and History of the Use of theTerms "Internal Forum" and "External Forum"
The Discernment of a Priestly Vocation and the Expertise of Psychiatry and Psychology
Grace and Priestly Identity
ch. 2 Psychological Assessment for Seminary Admission: Are We Falling to Assess Key Factors? (Len Sperry)
ch. 3 Priestly Formation and the Psychological Sciences (Rev. Melvin C. Blanchette)
ch. 4 Christ is the Sure Foundation: Human Formation Completed in and by Spiritual Formation (Deacon James Keating)
ch. 5 The Psychological Health of Priests Today: Myths and Facts (Rev. Msgr. Stephen J. Rossetti)

Book Review
Resting on the Heart of Christ: The Vocation and Spirituality of the Seminary Theologian (Gregory J. Schlesselmann)

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Table Of Content:
ch. 1 The Sacrament of Reconciliation
ch. 2 From the Desk of the Executive Director (Msgr. Jeremiah McCarthy)
ch. 3 Renewing and Promoting the Sacrament of Reconciliation (Cardinal Donald McCarthy)
ch. 4 The Making of a Confessor (Rev. Kurt Stasiak)
ch. 5 Forming Confessors with Grateful and Compassionate Hearts: Seminary Formation and the Renewal of the Sacrament of Reconciliation (Msgr. Jeremiah McCarthy)
ch. 6 Appreciating the Communal Dimension of Sin and the Sacrament of Penance (Rev. Gregory M. Faulhaber)
ch. 7 The Priest as Confessor int he Priest Minister of Divine Mercy (Daniel G. Van Slyke)
ch. 8 Liturgical Formation with Zeal and Patience: "We Praise You with Greater Joy than Ever" (Sr. Katarina Schuth)
ch. 9 The Life of Piety in Writings of Abraham J. Heschel (Rev. Paul F. Peri)
ch. 10 Making Catholic Social Teaching Relevant to Students (Cynthia Toolin)
ch. 11 Locating Practical Theology in Catholic Theological Discourse and Practice (Kathleen A. Cahalan)
ch. 12 The Implications of Ecumenism and Inter religious Dialogue for Seminary Formation (Daniel A. Keating)
ch. 13 Book Review - Liturgy 101: Sacraments and Sacramentals (Reviewed by Roger Nutt)

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Journal Issue.

Table Of Content:
Executive Director's Report

ch. 1 Moving Toward the Fifth Edition of the Program of Priestly Formation: A Focus Group Reflection
ch. 2 Education for Celibacy and Psycho-Sexual Wellness
ch. 3 Priests of the Third Millennium: What Can We Expect?
ch. 4 Is Philosophy Still Necessary?
ch. 5 The Importance of the Study of Philosophy and Its Place in Priestly Formation
ch. 6 Ontology, Intimacy, and Generative: Reflections on the First Five Years of the Priesthood and Seminary Formation
ch. 7 Ecumenical Studies in the New Program of Priestly Formation
ch. 8 The Church of Tomorrow: A Pluricultural Paradigm
ch. 9 Seminarians and Healing of the Body of Christ
ch. 10 Income Taxes and the Newly Ordained
ch. 11 Catholic School Governance: Board Leadership and the Priest
ch. 12 Seminary Department Sessions at the NCEA Convention and Bishop Loras Lane Award

Index

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Reflects on the reasons for the lack of changes in theological seminaries. Complaints on the roots of traditional curricula in precritical assumption; Effect of religion's conservative shift on the mood of theological schools; Pressures on theological schools to offer an education that is perceived to be of high quality.

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Journal Issue.

Table Of Content:
ch. 1 Young People, Culture, And Spirituality: Some Implications For Ministry (Kathleen Engebretson)
ch. 2 Foucault-Teaching-Theology (Tom Beaudoin)
ch. 3 Education And The Liturgical Life Of The Church (Robert K. Martin)
ch. 4 An Intimate Spectator : Jewish Women Reflect On Adult Study (Erica Brown)
ch. 5 God In Our Flesh: Body Theology And Religious Education (Christopher K. Richardson)
ch. 6 Liberating The Enlightenment: How A Transformed Relationship With Animals Can Help Us Transcend Modernity (Cassandra D. Williams)
ch. 7 Never As Gods : Lessons From A Millennium Of Icons (Anton C. Vrame)

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Journal Issue.

Table Of Content:
ch. 1 Religious Education And Pluralism In Zambia (Brendan Carmody)
ch. 2 Should Bible Studies Remain In Israeli Public Schools? Teachers Attitudes Toward Bible Teaching As A Mandatory Subject (Israel Idalovichi)
ch. 3 Perceptions Of The Purposes Of Education Among Religious Teacher Education Students In Israel (Yisrael Rich and Shira Iluz)
ch. 4 The Use Of Popular Culture In The Teaching Of Ethics/Religious Education: A Hong Kong Case (Chi-Kim Cheung)
ch. 5 Developing A Black Christian Education Of Liberation For The British Context (Anthony G. Reddie)
ch. 6 Analysis Of Life Curriculum For White Cultural Bias (Karen J. Cross)
ch. 7 What Then Are We To Say About These Things? (Jeffrey Japinga and Robert DeMoor)

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Journal Issue.

Table Of Content:
ch. 1 From the Desk of the Executive Director (Msgr. Jeremiah McCarthy)
ch. 2 Preaching and Feedback (Donald McCrabb)
ch. 3 Preaching in the Sunday Assembly: A Pastoral Commentary on Fulfilled In Your Hearing (Gregory Heille)
ch. 4 Encountering the Gospel-Renewing the Preacher: The Preaching Program at Boston College (Msgr. James A. Mongelluzzo)
ch. 5 Preaching Across Cultures: Response to a Pastoral Need of the US Church Today (Rev. vanThanh Nguyen)
ch. 6 With One Voice: A Program for Parishes (Very Rev. Denis Robinson)
ch. 7 Effective Preaching: What Catholics Want (Katherine Schmitt)
ch. 8 Nourishing the Heart of Dominican Life: The Formation of Young Preachers in the First Years of Ministry (Rev. Gregory Heille)
ch. 9 Unmet Needs in Catholic Preaching: A Project of the Archdioceses of Cincinnati (Deacon David J. Shea)
ch. 10 Creating a State of the Art Homiletics Lab at the University of Saint Mary of the Lake/Mundelein Seminary (Rev. Daniel Siwek)
ch. 11 To Preach the Good Word Well: A Project of the Diocese of Rapid City, South Dakota (Rev. George Winzenburg)
ch. 12 The God Who Speaks: Verbum Domini as a Means of Renewal in Seminary Formation in the World of god (Steven C. Smith)
ch. 13 Contemplative Homiletics (Deacon James Keating)
ch. 14 Was the Year for Priests a Success? Measures of Organizational Effectiveness (Rev. David B. Couturier)
ch. 15 Thy Will be Done Through Us, Inspite of Us and Because of Us: Reflections on Pastoral Leadership and Ministry in the Church of 2010 and Beyond (Rev. Thomas Rosica)
ch. 16 Vocation: A Glance through the Patristic Sources (Rev. George Dmitry Gallaro)

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Interviews Daniel O. Aleshire, an executive director of the Association of Theological Schools. His views on the interests of seminaries on spiritual formation; Tasks of seminaries; Why seminaries should prioritize spiritual formation.

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Journal Issue.

Table Of Content:
Redefining the Fundamental Questions (Margaret Ann Crain)
Intercultural and Interfaith Dialogue through Education (Anna Halsall and Bert Roebben)
Educating in a Postconventional Society (Hyun-Sook Kim)
Christian Religious Education Research in the Japanese Context (Kazuhiro Okuda)
Cultural Studies Meets Religious Education (Evelyn Parker)
Bringing the Text to Life and Into Our Lives: Jewish Education and the Arts (Ofra Backenroth, Shira D. Epstein, and Helena Miller)
Islam in Egyptian Education: Grades K-12 (Charlotte M. Neill)
Media Education as a Vehicle for Teaching Religion: A Hong Kong Case (Chi-Kim Cheung)
Imaginative Engagement with Religious Diversity in Public School Classrooms (Robert Kunzman)
Christian Education and the African-American Spirituals: Recommended Resources (Yolanda Y. Smith)

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Journal Issue.

Table Of Content:
Religious Education and the Future of Religious Education
Memorial: D. Campbell Wyckoff (1918-2005)
Reflections on the Anniversary of REA
Against the Grain: Religious Education at 100
Religious Education Beyond the Schooling Model
Back to the Future: Recapturing the Vision of REA in the 21st Century
Practicing New Convergences: The REA and Religious Education into the Next Century
Religious Education into the Second Century
Advocacy and Involvement: The Role of Parents in Western Islamic Schools
Moral Education at Religious Research Universities: Exploring Faculty Attitudes
Multi-faith Religious Education in Botswana
People's Ways of Believing: Learning Processes and Faith Outcomes
The Top Five Resources in Children's Ministries

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Journal Issue.

Table Of Content:
ch. 1 Theme: Evangelization
ch. 2 The New Evangelization and the Formation of Priests for Today (Most Rev. Edward W. Clark)
ch. 3 A Worldly Priest: Evangelization and the Diocesan Priesthood (Rev. Matthew Ramsay)
ch. 4 For I Was a Stranger and You Welcomed Me (Cardinal Roger Mahony)
ch. 5 Teaching Catechesis to Seminarians: A Fusion of Knowledge and Pedagogy (Jim Rigg)
ch. 6 International Priests in the United States: An Update (Rev. Aniedi Okure)
ch. 7 Emphasizing Relationality in Distance Learning: Looking toward Human and Spiritual Formation Online (Dr. Sebastian Mahfood)
ch. 8 Pastoral Ministry: Receiving Even While Giving (Deacon James Keating)
ch. 9 On a Dominican Vision of Theological Education (Ann M. Garrido)
ch. 10 Priest as Catechetical Leader (Diana Dudoit Raiche)
ch. 11 Mountain Men: Preparing Seminarians for the Spiritual Trek (Sr. Mary Carrol)
ch. 12 Virtual Reality Requiring Real Virtue (Msgr. Anthony J. Ireland)
ch. 13 The Heart of the Matter (Most Rev. Edward Rice)
ch. 14 Catholic Ministry Formation Enrollment: Statistical Overview for 2011-12 (Mary Gautier)
ch. 15 Book Review - Life Lessons from a Warzone: A Memoir of Dr. Robert Nyeko Obol (Reviewed by Dr. Sebastian Mahfood)

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Journal Issue.

Table Of Content:
ch. 1 Theme: Intercultural Competency
ch. 2 Intercultural Competencies: The Opportunities and Challenges of the Present Reality (Rev. Allan F. Deck)
ch. 3 The Formation of Holy Priests and the New Evangelization (Archbishop Jose H. Gomez)
ch. 4 Perspectives on Vocation and Formation: The Joys and Challenges (Very Rev. Trung Nguyen)
ch. 5 Model for Intercultural Competencies in Formation and Ministry: Awareness, Knowledge, Skills and Sensivitity (Fernando Ortiz)
ch. 6 Becoming Who We Are: Beyond Racism and Prejudice in Formation and Ministry (Fernando Ortiz)
ch. 7 Becoming Culturally Competent is a Process, Not an Event (Len Sperry)
ch. 8 How Cultural Competence Develops (Len Sperry)
ch. 9 Intercultural Psychologist Assessment of Clergy and Candidates to the Priesthood and Religious Life in the Catholic Church (Richard Dana)
ch. 10 A Delicate Balance: Clergy-Psychologist Collaboration in Service of Priestly Formation (Antony Bond)
ch. 11 Fully Understanding the Moment and Embracing the Future: Seminary and Religious Candidates (Sr. Katarina Schuth)
ch. 12 Internal Forum and External Forum in the Seminary Revisited-Part I: The Role of the Spiritual Director (Sister Joseph Marie Ruessmann)
ch. 13 Internal Forum and External Forum in the Seminary Revisited-Part II: The Role of the Rector and Formators (Sister Joseph Marie Ruessmann)
ch. 14 Use of Internet Pornography: Consequences, Causes and Treatment (Rev. Duane F. Reinert)
ch. 15 Internet Pornography Addiction and Priestly Formation: Medium and Content Collide with the Human Brain (Sr. Marysia Weber)
ch. 16 Book Review - The Inner Life of Priests (Reviewed by Kenneth G. Davis)

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Journal Issue.

Table Of Content:
ch. 1 Toward A Womanist Approach To Pedagogy (N. Lynne Westfield)
ch. 2 Originating Visions And Visionaries Of The Rea (Helen Allan Archibald)
ch. 3 One Hundred Years Of The Religious Education Association (Allen J. Moore)
ch. 4 Marginalization And Renewal: Evangelical Christian Education In The Twentieth Century (Kevin E. Lawson)
ch. 5 Together With Questioning Minds: Sophia Lyon Fahs (1876-1978) (Lucinda A. Nolan)
ch. 6 Jewish Education In Extremis: A Prolegomenon To Postmodern Jewish Educational Thought (Hanan A. Alexander)
ch. 7 Still To Come (Gabriel Moran)
ch. 8 On The Bearing Of A Living Tradition (Dorothy C. Bass)
ch. 9 Remembering And Imagining (Thomas H. Groome)
ch. 10 History Matters: An Invitation To Reflect On An Organization's Story (Anne E. Streaty Wimberly)

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Journal Issue.

Table Of Content:
From the Desk of the Executive Director, NCEA Seminary Department

ch. 1 St. Paul as Preacher, Exegete, Teacher, Evangelist< (Rev. John G. Lodge) br>
ch. 2 St. Paul the Preacher (Lawrence DiPaolo)

ch. 3 Diversity in Unity: Cultural Perspectives in a Global Community (Kathryn J. Akiyama- Kim)

ch. 4 Assessment of the Summer Program of Spiritual Formation for Diocesan Seminarians: Pre- and Post-Self-Report Measures Indicate Significant Change (Karen Kangas Dwyer, Ed Hogan)

ch. 5 Sharing in the Pastoral Charity of Christ: Priestly Formation as Spirituality (Deacon James Keating)

ch. 6 Discernment and Formation Issues Regarding Seminaries Born in Nigeria Preparing to Serve in the United States (Kathleen Bryant)

ch. 7 In Fulfillment of Their Mission: Spirituality and Professionalism Coalesce in Priestly Formation (Rev. Kevin C. Kennedy)

ch. 8 Love and Responsibility: The Personalization Principle in Cyberspace (Sebastian Mahfood)

ch. 9 Promoting and Sustaining Vocations: Thinking Outside the Box (Rev. Paul G. Mast)

Book Reviews

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Journal Issue.

Table Of Content:
From the Desk of the Executive Director, NCEA Seminary Department (Brother Bernard F. Stratman)

ch. 1 Faithful Reason Project: Next Steps

ch. 2 Clergy Who Violate Boundaries

ch. 3 A Proposal for the Prevention and Treatment of Child Molestation by Catholic Clergy (William L. Marshall)

ch. 4 A Response to William L. Marshall's Article (Linda Scevcik)

ch. 5 Seminary Formation and Priestly Ministry: A Need for Cyberspace Chastity (Rev. James A. Wehner)

ch. 6 Lectio Continuo and Team Teaching: One Seminary's Approach (Lawrence DiPaolo, Jr.)

ch. 7 Spiritual Formation for the Deacon and Deacon Director (Deacon James Keating)

ch. 8 Formation Globalization: Preparing Hispanics for U.S Ministry (Rev. Kenneth G. Davis)

ch. 9 The Integration of Theological Study in Priestly Formation (Rev. Msgr. Michael F. Hull)

ch. 10 The Roe of the Seminary Librarian in Priestly Formation: Perceptions and Possibilities (Elyse Hayes, Monica Corcoran, and Timothy M. Smith)

ch. 11 The Memory of the Body of Christ: The Ecclesial Function of the Seminary Library (Herman A. Peterson)

ch. 12 Spiritual Direction and the College Seminarian (Rev. John Russell)

Order Forms

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Journal Issue.

Table Of Content:
From the Desk of the Executive Director, NCEA Seminary Department (Bernard F. Stratman)

Ministry To Youth and Young Adults

ch. 1 Why a Focus on Youth Ministry (Kathy Schmitt)
ch. 2 Identifying the Essential Questions for Successful Ministry with Catholic Youth (Charlotte McCorquodale and Leigh Sterten)
ch. 3 What is Catholic Youth Ministry? (Robert J. McCarty)
ch. 4 Called to Lead: Pastor as Orchestrator of Gifts (Rev. Leonard C. Wenke)
ch. 5 Diversity and Young People: A Challenge to the Church (Ronald Landfair)
ch. 6 Young People as Listening! Preaching and Liturgy with Youth (Robert J. McCarty)
ch. 7 Youth Ministry Today: It Takes All of Us (Patrick Donovan)
ch. 8 A Bishop Reflects on Hispanic Youth Ministry (Most Rev. Jaime Soto)
ch. 9 A Pastor Reflects on Youth Ministry (Rev. Msgr. Michael A. Cherup)
ch. 10 A Seminarian Reflects on Connecting Youth to God Through Service (Jason Weber)

Other Topics

ch. 11 Finding My Place In God's World: Discerning Vocation Today (Rev John F. Baldovin)
ch. 12 Not Privilege of a Few? The Overlooked Potential of the High School Seminary Model (Tobias A. Harkleroad)
ch. 13 NACS Conference: Exploring the Four Pillars of Formation (Rev. Thomas M. Dragga)
ch. 14 Building an Online Course for the Catholic Distance Learning Network: Teaching Theology and Science in Cyberspace (Sebastian Mahfood and Michael Hoohout)
ch. 15 A Time of Grace: Report on the Eighth Institute for the Preparation of Seminary Formation Staff and Advisors (Rev. Melvin C. Blanchette)
ch. 16 The Role of the Clergy in Catechesis (Daniel S. Mulhall)
ch. 17 Priestly Spirituality, Seminary Formation, and Lay Mission (Rev. Mr. James Keating)

Oder Forms

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Journal Issue.

Table Of Content:
From the Desk of the Executive Director, NCEA Seminary Department (Bernard F. Stratman)

ch. 1 Report on the East Coast Rector's Meeting (Rev. Richard W. Siepka)

Making Connections: A Symposium on Priests Ordained Five To Nine Years

ch. 2 Overview and Connecting Points: Ministry Formation and Pastoral Leadership (Rev. Kevin Nadolski)
ch. 3 Research Findings on Priests Ordained Five to Nine Years (Dean R. Hoge)

Listening to the Conversation: Five Responses (Most Rev. Gerald A. Gettelfinger, Donald R. McCrabb, Rev. Stephen W. Giannin, Rev. Richard Vega, and Rev. Eugene Hensell)

ch. 4 A Bishop Reflects on His Notes
ch. 5 "Listening" Responses from a Director of Pastoral Formation
ch. 6 A Response in Two Parts
ch. 7 Reflection from Priest Groups
ch. 8 Response from Saint Meinrad School of Theology
ch. 9 Moving the Conversation Forward (Bernard F. Stratman)

Other Topics

ch. 10 Teaching Spiritual Leadership (Rev. J. Ronald Knott)
ch. 11 Four Decades of Seminary Enrollments (Mary Gautier)
ch. 12 Being Catholic in Times of Crisis: Lessons from History for the Contemporary Church (Daniel Speed Thompson)
ch. 13 Being and the 21st Century Seminarian (John F. X. Knasas)
ch. 14 A Seminarian's Experience of Mission (John F. Reutemann III)
ch. 15 Seminarians and Globalization: Formation Dynamics (Rev. David B. Couturier)
ch. 16 The Family of Origins: Source of Help or Hindrance in the Process of Human Formation (Rev. Melvin C. Blanchette)
ch. 17 Sage on the State or Guide on the Side: The Mentoring Process in Our College Seminary Formation Program (Very Rev. Thomas Dragga)
ch. 18 Preaching in the Midst of the World as it Happens (Jill Rauh)
ch. 19 To Cyberspace and Beyond: Creating the NCEA Seminary Department's Catholic Distance Learning Network (Sebastian Mahfood and James Rafferty)
ch. 20 Witnessing the New Humanity in Healing Social Networking's Ills (Stephen Mirarchi and Sebastian Mahfood)

Book Reviews

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Table Of Content:
From the Desk of the Executive Director, NCEA Seminary Department

Seminary Convocation 2006: A National Conversation On The Ministry and Formation of Priests In A Time of Change and Renewal

ch. 1 Reflections on the Convocation Theme (Rev. Mark Latcovich)
ch. 2 Formation Ministry and Priesthood in a Time of Change and Renewal (Most Rev. Gerald F. Kicanas)
ch. 3 Insights from the Field: Vision and Challenge for Parish Leadership (Marti R. Jewell)
ch. 4 Priestly Formation: Implications, Challenges and Opportunities (Rev. Howard P. Bleichner)

Panelist Responses

ch. 5 If You Were Rector for a Day, What Would You Change? (Rev. Charles E. Singler, Rev. Richard Benson)
ch. 6 Today's Seminarian: A Resource, Not a Problem
ch. 7 The Priest as a Life-Long Learner
ch. 8 The Fifth Edition: The Last Word or Work in Progress?
ch. 9 A Longing for Heroes
ch. 10 Priesthood Is about Relationship, Not Function

2006 John Paul II Seminary Leadership Award

ch. 11 Do You Need to Be Smart to Be a Priest Today? Meeting the Intellectual Imperative ( Rev. Louis J. Cameli)
ch. 12 A Leadership Perspective: What I Heard, What I Learned (Rev. Msgr. Ted L. Wojcicki)

The Catholic Church In America: The State of the Church

ch. 13 Introduction of the Conference Theme (Stephen Schneck)
ch. 14 Reflections and Connecting Points: Ministry Formation and Pastoral Leadership (Rev. Kevin Nadolski)

Catholic Identity

ch. 15 A Demographic Framework for Understanding Catholicism in America
ch. 16 American Catholics Across Generations: Glimpsing the Future
ch. 17 Lay Parish Ministers: Dimensions of a Revolution in a Parish Staff
ch. 18 U.S. Catholic Parish Life: From There to Here
ch. 19 Reflections on Parish Life

New Momentum

ch. 20 Overview: New Momentum in the Catholic Church
ch. 21 Engaging the Wealth, Influence, and Leadership of Today's Laity
ch. 22 Looking at the Past with Gratitude
ch. 23 Opus Del
ch. 24 Voice of the Faithful

The Church's Public Presence

ch. 25 The Changing Contest of the Church's Public Witness
ch. 26 American Catholics and the Vote

Symposium Resource List

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Table Of Content:
From the Desk of the Executive Director, NCEA Seminary Department

Seminary New

ch. 1 NACS Conference (Rev. Thomas Dragga)
ch. 2 Model Philosophy Programs for Seminaries (ACPA Report)

Seminaries In Transition

ch. 3 Transforming Formation in Milwaukee
ch. 4 Making a Place for Faith (Toni Callahan)
ch. 5 Experiences of Priests Ordained Five to Nine Years: Three Perspectives (Jeffery W. Rexhausen, Rev. Patrick Stewart and Rev. Kevin Nadolski)
ch. 6 Drafting the New Program of Priestly Formation: A Labor of Love (Most Rev. John C. Nienstedt)
ch. 7 Lay Parish Ministry - A Study of Emerging Leadership: 1990-2005 (David DeLambo)

Panel Response

ch. 8 Experience in Lasallian Education (Gregory Kopra)
ch. 9 The Bishop's Leadership for Lay Ecclesial Ministry (H. richard McCord)
ch. 10 Kinship in Parish Ministry Leadership (Merylann Schuttloffel)
ch. 11 Reviving Our Ad Gentes (Mission to the Nations) Spirit (Rev. Kevin J Hanlon)
ch. 12 Continuing Formation: Embracing the Future by Reaching Back to the Past (Eve-Maria Ackerman)
ch. 13 An Expression of Identity: American Diocesan Priestly Spirituality, 1955-1975 (Robert L. Anello)
ch. 14 Philosophy in American Seminaries: Overcoming the Credibility Gap (Daniel Haggerty)
ch. 15 Moral Theology, Vision, and the Needs of the "Postmodern Flock" (Richard Cornell)
ch. 16 Seminary Formation: Time for (Yet) Another Look (Richard Stern, Ryan LaMothe)
ch. 17 Confidentiality of Spiritual Direction (Rev. Msgr. Richard Malone)
ch. 18 2006 Tax Update for Priests (Wayne M. Lenell)

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Table Of Content:
From The Desk of the Executive Director, NCEA Seminary Department (Bernard F. Stratman)

ch. 1 Notre Dame Begins Spring Semester with 101 Students (Very Rev. Patrick J. Williams)

ch. 2 Midwest Association of Theological Schools Report (MATS) (Rev. Mark Latcovich)

ch. 3 Executive Report on the International Enrollments Projects (Bernard F. Stratman)

ch. 4 Toward Theological Frameworks for Reflecting on International Seminary Enrollment (Rev. Robert Schreiter)

ch. 5 Formation Advising in Seminaries: The Impact of International Enrollments (Rev. David B. Couturier)

ch. 6 "Culled" To Worship? Priestly Formation and Hispanic Ministry (Rev. Kenneth G. Davis and Lydia Menocal)

ch. 7 The Thinking Priest (Rev. James J. DiGiacomo)

ch. 8 How Can Catholic Spirituality Be More at the Heart of Priestly Formation? (James Keating)

ch. 9 Human and Spiritual in the Formation Process: Internal and External Forum (Rev. Gerald McBrearity)

ch. 10 The Field Supervision of Priest Candidates (Philip D. Christantiello)

ch. 11 Parochial Cyberspace: The Next Generation of Parish Community Centers (Sebastian Mahfood, Scott Hastings, and Chris Rossman)

ch. 12 Institute for the Preparation of Seminary Formation Staff and Advisers (Rev. Melvin C. Blanchette)

Book Reviews

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Table Of Content:
From The Desk of the Executive Director, NCEA Seminary Department (Bernard F. Stratman)

A Tribute To John Paul II

ch. 1 The Contribution of Pope John Paul II to Seminaries in the United States (Rev. Mark A. Latcovich)
ch. 2 Pope John Paul II and Seminary Education (Rev. Martin A. Zielinski)

Convocation 2005

ch. 3 Pre-Theology Programs: A Foundation for Effective Priestly Ministry
ch. 4 Pre-Theology Programs 2004-05: An Overview (Katarina Schuth)
ch. 5 Pre-Theology Programs in the 5th Edition of the Program for Priestly Formation: What's New? (Rev. Benedict Neena)
ch. 6 Educating Leadership for Ministry (Victor Klimoski, Rev. Kevin O'Neil, Katarina Schuth)
ch. 7 Intellectual Formation in a School for Apostles (David R. Foster)
ch. 8 Philosophy in the Pastoral and Spiritual Formation of Priests (Kurt Pritzl)
ch. 9 Psychology in the Service of the Formation of Priests (Patricia M. Kelly, Ronald J. Karney, and Dorothy K. Sayers)
ch. 10 Suggestions for Increasing the Effectiveness of the Psychological Assessment of Candidates for Seminary Formation (Patricia M. Kelly, Ronald J. Karney, and Dorothy K. Sayers)
ch. 11 2005 Seminary Leadership Award (Victor Klimoski)
ch. 12 Psychopathic Personality: An Absolute Contraindication for Ordination to the Priesthood (Leonard T. Sperry)
ch. 13 Teaching Communication and Counseling Skills in a Multicultural Context (Jocelyn A. Sherman)
ch. 14 Perception of a Vocation for Leadership (Francis K. Scheets)

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Table Of Content:
From The Desk of the Executive Director, NCEA Seminary Department

ch. 1 From the Desk of the Executive Director, NCEA Seminary Department (Bro. Bernard F. Stratman)
ch. 2 Bishop Loras T. Lane Award
ch. 3 Calendar of Events
ch. 4 Executive Committee, NCEA Seminary Department
ch. 5 MATS Update (Rev. Mark A. Latcovich)

Philosophy in Priestly Formation

ch. 6 Philosophy Studies in the Program of Priestly Formation: A Review of the Fifth Edition (Most Rev. Alln H. Vigneron)
ch. 7 Implications of Fides et Ratio for Seminaries (David R. Foster)
ch. 8 Teaching Modern and Contemporary Philosophy in Seminary (Purdence Allen and Terrence C. Wright)
ch. 9 Philosophy as Preparation for Sacramental Theology and Moral Life (Rev. Joseph R. Chapel)
ch. 10 Wretched Aristotle (Jude P. Dougherty)
ch. 11 Philosophy and Catholic Social Thought (Joseph Koterski)
ch. 12 St. Thomas Aquinas, Thomism, and a "Philosophy Consonant with the Word of God" (John Hittinger)

ch. 13 A View of the State of the Priesthood in the United States (Katarina Schuth)
ch. 14 Are Seminaries Meeting the Current Challenges of Catechesis? (M. Jane Carew)
ch. 15 The Priest as Catechetical Leader (Diana Dudoit Raiche)
ch. 16 An Apostolic Presbyterate of the New Evangelization (Rev. Lawrence Jurcak)
ch. 17 Forming a Missionary Heart (Rev. Msgr. John E. Kozar)
ch. 18 Spiritual Direction and Psychological Counseling Appreciations of Mutuality and Distinction (Rev. Melvin C. Blanchette)

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Table Of Content:
From The Desk of the Executive Director, NCEA Seminary Department

ch. 1 Seminary Convocation Schedule

ch. 2 Bishop Loras T. Lane Award

ch. 3 Calendar of Events

ch. 4 Executive Committee, NCEA Seminary Department

ch. 5 From the Ashes of Dachau: The Contemporary Diaconate (Deacon William T. Ditewig)

ch. 6 Are Seminarians Prepared for the Multicultural Ethnic Parish? (Anthony Dao)

ch. 7 Seminarians with Same-Sex Attractions: Fostering Growth toward Celibtae Maturity (Rev. William Barry)

ch. 8 Implementing the Growth Plan at Conception Seminary College (Rev. Xavier Nacke)

ch. 9 NACS Update (Rev. Benedict Neenan)

ch. 10 Affecting Change in a Presbyterate: How a Survey of Priests Probed the Attitude of Change in a Presbyterate (Rev. Francis Kelly Scheets)

ch. 11 Reflection: An Invitation to Sabbatical (Madeleine Fitzpatrick)

ch. 12 Pilgrimage in Priestly Formation (Very Rev. Kevin A. Codd)

ch. 13 Intentional Presbyterates (Rev. J. Ronald Knott)

ch. 14 Honesty: A Healthy Support to Priestly Fidelity (Rev. John Hunthausen)

ch. 15 Seminary Training in Spiritual Direction (Rev. Chester P. Michael)

ch. 16 Phases of Identity Crisis: Self Reports of Former Seminarians (Jeremy Peck and Jeff Sandoz)

ch. 17 The Anger of Priests (Rev. Louis J. Cameli)

ch. 18 Technology in Parish Ministry: How our Seminaries are Preparing Future Priests (Sebastian Mahfood)

ch. 19 Reflections of a Pastor (Rev. Dominic Grassi)

ch. 20 The Cornerstone of Quality Leadership: Conflict Resolution (Thomas P. Schroeder)

Index to Back Issues

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Table Of Content:
From The Desk of the Executive Director, NCEA Seminary Department

ch. 1 Calendar of Events
ch. 2 Executive Comittee, NCEA Seminary Department
ch. 3 Dorothy T. Foss Receives the 2004 Bishop Loras Lane Award

Vocations and Seminary Preparation High Schools
ch. 4 A High School. . . What?
ch. 5 Adaptation vs. Ideology: Why Saint Lawrence Seminary Continues to Serve
ch. 6 Cathedral Preparatory Seminary: Validating the Vision
ch. 7 Archbishop Quigley Preparatory Seminary: Its Mission and Issues Confronting Its Existence as a High School Seminary (Archdiocese of Chicago)
ch. 8 High School Seminaries: An Inquiry
ch. 9 Historic High School Seminary, No! Contemporary High School Seminary, Yes!
ch. 10 What did We Learn at St. Lawrence?: Reflections of a High School Seminary Alumnus
ch. 11 Lessons for Life
ch. 12 The High School Seminary: A Place for Adolescence
ch. 13 Vocation: What Does It Really Mean for Any of Us to Hear God Calling?
ch. 14 When Does the Role of Vocation Director End?

Convocation 2004
ch. 15 Promoting Wellness for Our Clergy is Everyone's Business in the Church (Daniel Kidd_
ch. 16 A Holy, Healthy, Effective Priesthood (Rev. Msgr. Dennis F. Sheehan)
ch. 17 The Dynamics of Addition: A Wellness Concern for Clergy (Kevin P. McClone)

Ministry Formation and Additions: Implications for Seminaries - A Panel Discussion
ch. 18 If I knew then. . .
ch. 19 Psychological Perspectives, Addiction and Formation Issues
ch. 20 Factors that Influence a Seminarian's Understanding of Substance Use and Abuse
ch. 21 Screening and Intervention with Personal Difficulties
ch. 22 Case Studies in Ministry Formation and Additions

ch. 23 Priestly Formation in Turbulent Times (Rev. Paul Ritt)
ch. 24 New Knowledge about Sexual Abuse by Catholic Clergy: A Blessing or a Curse? (Kathleen L. McChesney)

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Table Of Content:
From The Desk of the Executive Director, NCEA Seminary Department

ch. 1 Calendar of Events

ch. 2 Executive Committee, NCEA Seminary Department

ch. 3 Portrait of the Authentic Celibate in Our American Culture (Rev. George Aschenbrenner)

ch. 4 Bridge Building in the Presbyterate: Spirituality as a Common Ground (Rev. Paul J. Philbert)

ch. 5 Priestly Spirituality in Our Day (Rev. Daniel Danielson)

ch. 6 Priestly Consciousness for a New Evangelization: Considerations for the Diocesan Seminarian (Rev. James A. Wehner)

ch. 7 The Heart of Wholeness Priesthood (Rev. Eugene Hemrick)

ch. 8 Using Assessment to Encourage Evangelization and Faith Formation for Adults: Information for Growth (Diana Dudoit Raiche)

ch. 9 A Unique Presence: The Role of the Priest in the RCIA Process (Rev. Joseph Scardella)

ch. 10 "How are we doing?" St. John's Seminary Alumni Impact Survey: An External Assessment of our Mission Effectiveness (Richard Benson)

ch. 11 Fostering Theological Excellence in the Classroom Among Catholic Seminary Students and Faculty (Mark S. Latkovic)

ch. 12 The Mantel of Elijah: Helping Priests Pass on Their Ministry (Christa Klein, Rev. Richard T. Lawrence)

ch. 13 Field Educators Explore New Era of Pastoral Formation (Donald R. McCrabb)

ch. 14 Future Shepherds and Catholic Elementary Schools (Rev. Michael P. Caruso)

ch. 15 Tilling the Soil: Creating Partnerships Between the Seminary and Parishes Around the Issue of Lay Ministry (Rev. Charle Bouchard)

ch. 16 Teaching Across Boundaries of Space and Time: Distributed Learning Technologies within and beyond Residential Communities (Sebastian Mahfood)

ch. 17 In Their Own Words: Pastors Talk about the Training They Wish They Had Received Along the Way (Thomas P. Schroeder)

Book Reviews

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Table Of Content:
From The Desk of the Executive Director, NCEA Seminary Department

ch. 1 Loras Lane Award
ch. 2 Calendar of Events
ch. 3 Seminary Department Convocation
ch. 4 Executive Committee, NCEA Seminary Department

Special Section on Addiction

ch. 5 The Good News Can Flourish Only In Good Soil (Daniel A. Kidd)
ch. 6 Religion, Science and Substance Abuse: Why Priests and Psychiatrists Should Get Their Act Together (Joseph A. Califano)
ch. 7 Role of Clergy: The Effects of Alcohol and Drugs on the Person and the Family (C. Roy Woodruff Ph.D.)
ch. 8 A Case Study Approach to Teaching Chemical Dependency in Seminary Formation: An Application of the Core Competencies (Reverend Mark A. Latcovich, Ph.D.)
ch. 9 Psychospirituality of Addiction (Kevin P. McClone)
ch. 10 Is the Problem Alcohol or Another Addiction? (Michael Morton)
ch. 11 In the Shadows of the Net: Understanding Cybersex in the Seminary (David Delmonico)
ch. 12 A Case for Teaching Sexual Addiction Assessment to Seminarians: Preparation as Confessors and Spiritual Directors (Reverend Richard Chiola)
ch. 13 In a Plain Brown Wrapper: Help for the Sexual Addict (Stephen Olert)

General Interest

ch. 14 Faithful Citizenship: Priests and Politics (Most Reverend William S. Skylstad)
ch. 15 At Odds with Ourselves: Polarization and the Learning Cultures of Priesthood (David B. Couturier)
ch. 16 Discerning God's Dream in Us (Elizabeth Eilers)
ch. 17 The Anatomy of a Priestly Vocation (Reverend Desmond O'Donnell)
ch. 18 The Catholic Internet: Seminary Technologies Impacting the Teaching and Learning Environment of the Church (Reverend Daniel E. Harris)
ch. 19 Faith Perfecting Reason: Seminarians and An Introduction to Catholic Ethnics (Reverend Lucien F. Longtin)

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Table Of Content:
Executive Director's Report

ch. 1 Calendar of Events
ch. 2 Executive Committee, NCEA Seminary Department

Convocation 2003 - Building, Bridges: Priestly Formation For Ministry In a Collaborative Context (John M. Reid)

ch. 3 Ministry Formation: Leaders as Co-creators
ch. 4 Formation: They Key to Effective Collaboration
ch. 5 We Serve Together as Members of the Family of Believers
ch. 6 Mentoring and Supervision in Ministry
ch. 7 Together in Ministry: The Next Generation of Concerns

Conference 2003 - National Association of College Seminaries: Formation For Celibacy

ch. 8 Spiritual Dimensions of Celibacy Formation
ch. 9 Moral Formation of Celibacy
ch. 10 Educating College Seminaries for Healthy Celibacy
ch. 11 A Biblical Spirituality of Celibacy (Ronald D. Witherup)
ch. 12 Canonical Issues Associated with the Psychological Testing of Seminarians (Reverend Brian Dunn)
ch. 13 The Priest in the Church: A Catholic Common Ground Conversation (Monsignor Dennis Sheehan)
ch. 14 Small Church Communities and the Pastoral Formation of the Seminarian as a "Man of Communion" (Robert K. Moriarty)
ch. 15 Pastors: Mastering the Basics of Parish Administration (Thomas P. Schroeder)
ch. 16 Forming Presiders for Children's Liturgy (James O'Regan)
ch. 17 Music Formation in Seminaries: Two Years Removed (Glen C. Byer)
ch. 18 HIV/AIDS Training: A Matter for Seminary Education? (Reverend Robert J. Vitillo)

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Table Of Content:
Executive Director's Report

ch. 1 Transitions

ch. 2 Calendar of Events

ch. 3 The Keystone Project and the Effectiveness of Teaching and Learning in Our Seminaries (Rev. James J. Walsh)

ch. 4 Engaged Pedagogy: Dialogue and Critical Reflection (Mary C. Boys)

ch. 5 Ministry for a Multicultural Church (Rev. Robert Schreiter)

ch. 6 Authoritarianism in Religious Formation (Dr. Philip Miraglia)

ch. 7 Autonomy and Conversion in Older Candidates (Rev. Peter Lyons)

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Table Of Content:
Introduction

ch. 1 Teaching a New Generation (Victor Klimoski, Ph.D.)

ch. 2 Summary of Issues and Options in the Seminary Classroom

ch. 3 Taking Our Experience Seriously: Analyzing Our Experiences to Respond to Our Problems (Stephen Brookfield Ph.D.)

ch. 4 Getting Inside Students' Heads: Using Critical Incidents to Understand Learning and Improve Teaching (Stephen Brookfield Ph.D.)

ch. 5 Revitalizing Classroom Discussion as an Effective Learning Tool (Victor Klimoski Ph.D.)

ch. 6 Giving Helpful Evaluations to Learners (Stephen Brookfield Ph.D.)

ch. 7 Summary of Suggestions for Engaging Faculty in "Talking Teaching"

ch. 8 Follow-Up Strategies Which Foster/Support Teaching

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Table Of Content:
ch. 1 From the Editor's Desk ((Msgr. Jeremiah McCarthy)
ch. 2 Preparing Seminarians for Pastoral Leadership (Mark F. Fischer)
ch. 3 Job, Career, Profession, Vocation: What Exactly Am I Doing in Theological Education? (Rev. Kevin O'Neil)
ch. 4 Community Organizing and Seminarian Leadership Development (Rev. George E. Schultze)
ch. 5 A Catholic Vision of Theological Field Education: Glimpses from the Ministry Formation Documents (Ann M. Garrido)
ch. 6 Intercultural Competence and the Priestly Vocation (Rev. Allan Figueroa Deck)
ch. 7 When Work Culture and Ministry Collide (Brett C. Hoover)
ch. 8 Transitions in the INSPIRE Research Project (Brett C. Hoover)
ch. 9 Leadership, Spirituality, and Pastoral Administration: A Seminarian View (F. K. Marsh)
ch. 10 Book Review

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Journal Issue.

Table Of Content:
ch. 1 From the Editor's Desk (Msgr. Jeremiah McCarthy)
ch. 2 Intensive Formation: Addressing Serious Formation Issues in Troubled Seminarians (Dr. Lawrence M. LeNoir)
ch. 3 From Designated Spiritual Leaders to Real Spiritual Leaders: The Challenge Facing Initial Priestly Formation (Rev. J. Ronald Knott)
ch. 4 Contextual Education in Conflict Management: An Experimental Approach (Ann M. Garrido, Carolyn A. Wright)
ch. 5 Another Look at Seminary Formation (Rev. Jim Clarke)
ch. 6 Immersion Experiences as a Learning Tool for Seminary Formation (Rev. Jim Clarke)
ch. 7 An Experiment in Pre-Theology Preparation (Patrick Mitchell)
ch. 8 The New Decree on the Reform of Ecclesiastical Studies of Philosophy: Historical Context and Content (William F. Murphy)
ch. 9 Catholic Ministry Formation Enrollment: Statistical Overview for 2010-2011 (Mary Gautier)
ch. 10 Book Review

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Table Of Content:
Theme Introduction (Robin W. Lovin and Richard J. Mouw)
Spirituality and Public Character: A Qualitative Cross-Sectional Study of Master of Divinity Students in Toronto (Jeffrey P. Greenman and Yau Man Siew)
Educating for Public Ministry: Models and Strategies for Mainline Seminaries (Elizabeth Nordbeck and Douglas Ottati)
From the Margins to the Center: Exploring the Seminary’s Leadership Role in Developing the Public Presence of Pentecostalism (Cheryl Bridges Johns)
A Public Voice: Preaching on Justice Issues (Ray John Marek, OMI, and Daniel E. Harris, CM)
Making Connections: Faith in the Public Square (Daniel McLellan, OFM)
Connecting Faith and Vocational Discipleship at Covenant Theological Seminary (Donald C. Guthrie and James A. Meek)
Responsibility, Repentance, and Right Relations (Phyllis D. Airhart and Roger C. Hutchinson)
Geographies of Memory: Theological Reflections on Racial Reconciliation in South Africa and the United States (L. Gregory Jones and Willie James Jennings)

OPEN FORUM
The Seminary Chapel Building as Spiritual Formation (James F. White)
Technology and Educational Practices (Louis Charles Willard)

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Table Of Content:
Issue Focus
Interview Study of Roman Catholic Students (Frederic Maples and Katarina Schuth)
Interpreting Protestant Student Voices (Yau Man Siew and Gary Peluso-Verdend)
Learning from the First Years: Noteworthy conclusions from the Parish Experience of Recent Graduates of ATS Schools (Michael I. N. Dash, Jimmy Dukes, and Gordon T. Smith)
To Theologians: From One Who Cares about Theology but is Not One of You (Nicholas Wolterstorff)
ATS Luce Consultation on Theological Scholarship, May 2003, The Association of Theological Schools
Crafting Research that Will Contribute to Theological Education (Mark G. Toulouse)

Open Forum
Academic Challenges for “Equipping the [new diverse] Saints for Ministry” (Kathryn Mapes)
Theological Education and Hybrid Models of Distance Learning (Steve Delamarter and Daniel L. Brunner)
A Response Regarding ATS Standard 10: Multiple Locations and Distance Education (Louis Charles Willard)
Theological Education Index: 1964–2004

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Table Of Content:
The Theologian and the World of Contemporary Thought (Stanley Brice Frost)
The Christian Minister and the Social Problems of the Day (George W. Webber)
The Academic Teacher and the Practical Needs of the Clergy (John Bright)
The Seminary—Academy and Chapel (J. Robert Nelson)
The Seminary President: Teacher of Students and Confidant of Trustees (Sherman E. Johnson)
Notes to:
Administrators (Charles L. Taylor)
Trustees (Winston Paul)
Seminary Staff Officers (John A. Eichelberger)
Librarians (Raymond P. Morris)
Professors (Jesse H. Ziegler)

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Table Of Content:
The Bridston-Culver Report—Pre-Seminary Education (Liston Pope)
Pre-Seminary Education and the Theological School (Robert E. Cushman)
Pre-Seminary Education and the Undergraduate Department of Religion(A. Roy Eckardt)
Pre-Seminary Education and Undergraduate Arts and Sciences (Frederick Sontag)
Pre-Seminary Education: A Canadian View (A. B. B. Moore)
Continuing Education Looks at Pre-Seminary Education (Theodore O. Wedel)
Pre-Seminary Education: From the View of the Bible College (Terrel B. Crum)
Implications of the Seminary Population Data: A Sociologist’s View (Thomas C. Campbell)
Implications of the Seminary Population Data: A Psychologist’s View (John M. Vayhinger)
Notes to:
Administrators (Arthur R. McKay)
Trustees (Hermann N. Morse)
Seminary Staff Officers (Bill L. Barnes)
Librarians (Robert F. Beach)
Professors (Jesse H. Ziegler)

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Table Of Content:
Reflections of an "Investigative Journalist" on the Four Content Areas of the MDiv (Robert T. O'Gorman)
Curriculum Revision - Ongoing or Sporadic (Shawn L. Oliver)
For Such a Time as This: Why We Use an Outcomes-Based Model (J. Dorcas Gordon)
Mission Possible: Making Use of the School's Mission Statement (Michael Jinkins)
Curriculum Revision and Assessment: Do Your Degree Requirements Still Make Sense the Day After Graduation (Richard Benson)
Best Practices in Master of Divinity Curriculum Revision: A Research Project (Jack L. Seymour)
The Common Vocation of Curriculum Building (David C. Hester)
OPEN FORUM
Problem-Based Learning and the Master of Divinity Program (Hans Madueme and Linda Cannell)
Consortia Redux (William R. Myers)

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Table Of Content:
Theological School and the Minister’s Continuing Education (Connolly C. Gamble, Jr.)
Needs of the Church’s Ministry Basic to Planning Continuing Education (Reuel L. Howe)
Patterns of Continuing Education
(1) Four Programs at Union in Richmond (Connolly C. Gamble, Jr.)
(2) Harvard’s Merrill Fellowship Program (J. Lawrence Burkholder)
(3) The Presbyterian Institute of Industrial Relations (Marshal L. Scott)
(4) S.T.M. Program at Gettysburg (Herbert W. Stroup, Jr.)
(5) S.T.D. Education at San Francisco (Henry Babcock Adams)
Should Primary Responsibility Rest on the Seminary?
(Yes) Parker Rossman
(No) John Douglas Clyde
Advantages and Hazards for the Seminary in Continuing Education (Lynn Leavenworth)
How the Theological School Prepares for Continuing Education (R. Lewis Johnson)
Financing Continuing Education (John P. Stump)
Notes to:
Presidents (Robert V. Moss, Jr.)
Trustees (Donald J. Parsons)
Seminary Staff Officers (William A. Imler)
Librarians (Thomas Edward Camp)
Professors (Jesse H. Ziegler)

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Table Of Content:
The Evolution of Purpose in American Theological Education (Elwyn A. Smith)
The Purpose of Theological Schools in Great Britain (Kenneth J. Woollcombe)
The Purpose of the Theological Faculties of Continental Universities Heinz Eduard Todt)
Patterns of Ministry and the Purpose of a Theological School Steven G. Mackie)
What a Protestant Church Wants Its Seminaries to Be and to Do (Walter F. Wolbrecht)
Objective of the Roman Catholic Seminary (James Michael Lee)
The Problem of Purpose in the Theological University (Robert T. Handy)
Salaries in AATS Schools: A Biennial Report (Jesse H. Ziegler and Aute L. Carr)
Notes to:
Administrators (Duke K. McCall)
Trustees (Walter W. Grosser)
Seminary Staff Officers (Elinor Bunn Thompson)
Librarians (Roland E. Kircher)
Professors (Jesse H. Ziegler)
Lecturer Clearinghouse (Aute L. Carr)
The AATS Faculty Fellowship Program

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Table Of Content:
Theological Education: A Canadian Minister’s View (George M. Birtch)
A Critical Look at Seminary Curriculum by a U.S. Pastor (Beverly A. Asbury)
From Purpose to Curriculum (Louis H. Gunnemann)
Theological Education for Ministry: Central Issues in Curriculum Construction (Gibson Winter)
Functional Roles, Professional Identity, and Theological Curricula (Walter L. Holcomb and John L. Maes)
Two Kinds of Learning in Theological Education (James A. Ashbrook)
The Seminary as Participant Observer (Calvin Redekop)
Research in Medical Education—Participation of Faculty and Students (Thomas Hale Ham)
Notes to:
Administrators (Herman J. Riddler)
Trustees (Ennis B. Hill)
Seminary Staff Officers (Paul R. Dunn)
Librarians (James J. Michael)
Professors (Jesse H. Ziegler)
Lecturer Clearinghouse (Aute L. Carr)

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Journal Issue.

Table Of Content:
Scholarship in the Public Domain
(Paul M. Harrison)
The Posture of the Church in Relationship to the Increasing Study of Religion in College and University
(Wesley A. Hotchkiss)
Religion and Academia
(Robert Michaelsen)
Religious Studies in Roman Catholic Colleges and Universities
(Gerard S. Sloyan)
Church Education and the Teaching of Religion in the Public Domain
(C. Ellis Nelson)
Implication for Theological Education in Seminaries of the Study of Religion in the University
(E. Thomas Lawson)
In-Parish Pastoral Studies 1960–66
(Russell J. Becker)
A View from the Field: A Supervising Pastor’s Experience in the in-Parish Pastoral Studies Program
(Jervis S. Zimmerman)
Notes to:
Presidents (Ernest Cadman Colwell)
Trustees (Harold C. Skillrud)
Seminary Staff Officers (Donald J. Campbell)
Librarians (Kenneth G. Peterson)
Professors (Jesse H. Ziegler)

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Journal Issue.

Table Of Content:
I. Introduction (Walter Harrelson)
A. Origin of Study
B. Procedures
C. Purpose of Study
D. The Basic Problem

II. Biblical Languages in the Theological Curriculum (Walter Harrelson)
A. The Authority of the Bible and Biblical Languages
B. Languages and Exegesis
C. Openness to the “World”
D. Language, Word of God, and Theology—the “New Hermeneutic”

III. What is Happening
A. In the Seminary Curricula (Eugene V. N. Goetchius)
B. In the Classroom (Eugene V. N. Goetchius)
C. In the Colleges (George M. Landes)
D. In the Work of Seminary Graduates (George M. Landes)
E. In Continuing Education (George M. Landes)

IV. New Developments in Language Teaching (Eugene V. N. Goetchius)
A. The Objectives of Biblical Language Teaching
B. Modern Linguistics
C. Teaching Aids

V. An Assessment of the Situation
A. What Can and Cannot Be Done in the Regular Academic Curriculum (Eugene V. N. Goetchius)
B. What Can and Cannot Be Expected From College Language Work (George M. Landes)
C. How Alumni Assess the Importance of Language Study (George M. Landes)
D. What Colleagues Outside the Biblical Field Expect From Languages Study (George M. Landes)
E. Prospects for Required Language Study (George M. Landis)
F. The Need For Specialists (Eugene V. N. Goetchius)
G. Proposed Summer Programs (Eugene V. N. Goetchius)

VI. Recommendations (Walter Harrelson)
A. State Purposed and Objectives Clearly
B. Provide Flexibility in Curriculum to Enable Students to learn one or more biblical languages well to use the language(s) in exegetical work
C. Cooperate with College and University Teachers of Religion in the Development of Undergraduate Courses in the Biblical Language
D. Cooperate in Summer Programs
E. Continue and Accelerate Experimentation
1. in teaching method
2. in the use of modern linguistics
3. in philosophical and theological analyses of language

Notes to:
Administrators (Paul M. Robinson)
Trustees (Harry M. Moffett)
Seminary Staff Officers (Roland C. Matthies)
Librarians (Calvin H. Schmitt)
Professors (David S. Schuller)

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Journal Issue. Full text is available online.

Table Of Content:
Gifts Differing: The Educational Value of Race and Ethnicity (Daniel O. Aleshire)
Engaging Borders: Lifting Up Difference and Unmasking Division (Gary Riebe-Estrella)
Latino/a Theological Education: Defining the Table (David Maldonado)
Case Study: Hood Theological Seminary (Christopher R. Hutson)
What Do We Do with the Diversity that We Already Are? The Asian and Asian North American in Accredited Graduate Theological Education (Lester Edwin J. Ruiz and Eleazar S. Fernandez)
Online Theological Education: Perspectives from First-Generation Asian American Students (Roger S. Nam)
CORE: An Evolving Initiative (Janice Edwards-Armstrong)

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Journal Issue.

Table Of Content:
I. Part I: Theological Education at Level II
A. Introduction
B. Entrance and Graduation Requirements
C. Orientation
D. The Core of the Curriculum
E. The Historical and Theoretical Resources for Theological Instruction
F. Common Life
G. Personnel
H. Physical Facilities
II. Part II: Theological Education at Level IIIA
A. Introduction
B. Relation of the Centers to the Level II Nuclei
C. Types of Centers
D. Areas of Instruction and Field Experience
E. The Education Process
F. Faculty, Administration, and Student Body
G. Physical Facilities and Cost Estimates
H. Application of Level IIIA Model Theory to Three Types of Centers
1. Family Life Cycle Center
2. Center for Business and Industrial Ministry
3. A Center in Theology and the Arts
III. Part III: Theological Education at Level IIIB
A. Introduction
B. The Academy Residency
C. Doctoral Programs
IV. Appendices
A. Organizational Chart for Cluster, Nucleus, and Centers
B. Job Descriptions for Organizational Chart
C. Distribution of Faculty within a Nucleus by Fields
D. Personnel for Orientation Programs
E. Continuum of Types of IIA Centers
F. Description of Metropolitan Intern Program
G. Description of Intensive Course in Christian Existence
V. Planning for the Future: A Key Question
Jeral C. Brauer
VI. A Response
Edward F. Malone
Notes to:
Administrators—Gordon E. Jackson
Trustees—George T. Peters
Seminary Staff Officers—Milton May
Professors—David S. Schuller
Librarians—Calvin Klemt

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Journal Issue.

Table Of Content:
Resources Planning in Theological Education: A Response and an Offer (Robert H. Bonthius)
What’s Really Avant-Garde? Clustered Seminaries? No! Ecumenical School of Theology? Yes! (Luther A. Gotwald, Jr.)
The Place and Value of Laymen in Theological Education (Winston Paul)
Restudy of Possible Cluster Areas Required (William E. Tucker)
Serious Questions About the RPC Report (Albert Curry Winn)
A Continuation of the Dialogue on Facilities Planning (Jesse H. Ziegler)
Another Word on Library Planning (Warren H. Deem)
Theological Curriculum for the 1970s: A Critique (James N. Lapsley)
Theological Curriculum for the 1970s: A Dean’s Evaluation (David M. Murphy)
A Plea for Multiple Strategies in Theological Education
Phillips Graduate Seminary Faculty
Notes to:
Presidents (Charles M. Cooper)
Trustees (Albert O. Wilson, Jr.)
Professors (David S. Schuller)
Librarians (Maria Grossman)
Seminary Staff Officers (Edward B. Lindaman)

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Journal Issue.

Table Of Content:
The Role of Seminaries in Recruitment (C. Douglas Lewis)
So Who Listens? (Eugene I. Van Antwerp)
A Reflection on Models (James V. Fisher)
Field Education as Locus for "Theological Reflection" (James W. Bergland)
Some Issues in Theological Education (Owen C. Thomas)
AATS, Educational Techniques, and Seminary Libraries (Calvin C. Klemt)
Self-Evaluation Guides in Clinical Pastoral Education (Thomas W. Klink)
The Grassroots Theologian (Carnegie Samuel Calian)
The Seminaries' Responsibility in Overseas Theological Training (Frances I. Andersen)
Notes to:
Administrators (Richard L. Rising)
Trustees (Matthew E. Welch)
Professors (Herman J. Ridder)
Librarians (Warren R. Mehl)
Seminary Staff Officers (Alvar L. Lindgren)

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Journal Issue.

Table Of Content:
Double Messages in Seminary Training (David K. O’Rourke)
Key Issues in the Personal Preparation of Clergy (Barton M. Lloyd)
Self-Reflective Process in a Pastoral Field Training Program (William P Heffernan)
Theological Education and Field Education (Robert S. Lowndes)
Dissimilar Field Placement in the Pastoral Training Seminar: A Way of Instructing in the Pastoral Contact (David K. O’Rourke)
An Experiment in Education for an Overseas Pastoral Ministry (Edmund V. Glomski)
Mental Health, the Clergyman, and Marriage Counseling—A New Training Setting (John A. Snyder)
Processing a First Year Pastoral Training Program (William C. Myers)
The Use of “Reality Practice” in a Pastoral Counseling Course (Robert A. Nykamp)
Professional Supervision of Pastoral Work (Denis J. Hanly)
Dilemmas Confronting the Supervisor in Theological Education (Hilda M. Goodwin)

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Journal Issue.

Table Of Content:
Change, Relevance, and Theological Librarianship (C. Douglas Jay)
The Library Versus the Streets (Glen W. Davidson)
The Library in Cluster Arrangements (Maria Grossmann)
Systems Analysis and the Theological Library (Doralyn J. Hickey)
Systems Analysis and the Theological Library: A Response (John David Batsel)
Regional Cooperation and Bibliographic Control among San Francisco Bay Area Seminary Libraries (Stillson Judah)
Pooling of Resources and Bibliographical Control (Ronald E. Diener)
The Theological Library and the Global Villiage (James J. Michael)
Planning and Designing Buildings for the New Theological Library (Benjamin J. Stein)
Traditional Library Functions and the Economic Factor (John Dillenberger)
Theological Libraries and the Financial Crisis: A Response (Peter L. Oliver)

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Journal Issue. Full text is available online.

Table Of Content:
Crafting Research in the Service of Theological Education (Joel B. Green)
Doers of the Word: Research and Teaching in Theology (Brian E. Daley, SJ)
Crafting Research that Contributes to Theological Education (Emilie M. Townes)
History, Seminary, and Vocation (E. Brooks Holifield)
The Mystery of Meaning (Kathleen O'Connor)
Honoring the Body: Nurturing Wellness through Seminary Curriculum and Community Life (Mary Chase-Ziolek)
Faculty Vocation and Governance within a Consortium of Denominationally Accountable Seminaries (Larry Perkins)
Seminaries, Congregations, and Clergy: Lifelong Partners in Theological Education (C. Franklin Granger)